Evaluating Theory-Practice Linkages in Administrator Preparation [electronic resource] / Diana G. Pounder.
This paper presents findings of a study that evaluated the effectiveness of a field-based doctoral program in educational administration. The Ed.D. program at the University of Utah attempted to link theory and research to the practice of improvement. Specifically, the study examined the degree and...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1994.
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| Summary: | This paper presents findings of a study that evaluated the effectiveness of a field-based doctoral program in educational administration. The Ed.D. program at the University of Utah attempted to link theory and research to the practice of improvement. Specifically, the study examined the degree and ways in which student field-based projects and coursework resulted in program or policy changes in schools or other education-related agencies. Data were obtained from a survey of 18 Ed.D. students in the first two cohorts and from an analysis of students' field-applications projects and dissertations. Findings suggest that approximately one-half to two-thirds of the projects resulted in some sort of policy or program change in educational practice. The changes took the form of either policy adoptions that addressed legal and/or personnel administrative concerns or instructional program implementations. Factors that enhanced the likelihood of a project resulting in a policy or program change were: (1) the student's familiarity with relevant problems of practice; (2) the degree to which students worked closely with other organizational employees in developing and refining the project; and (3) the utility and conceptual/analytical quality of the proposal itself. (LMI) |
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| Item Description: | ERIC Document Number: ED378675. ERIC Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (Philadelphia, PA, October 28-30, 1994). |
| Physical Description: | 17 p. |