School Principal Expertise: Putting Expert-Aspiring Principal Differences in Problem Solving Processes to the Test
Spillane, James P.1 White, Kathryn Weitz1 Stephan, Jennifer L.1
Abstract: This article reports on differences between expert and aspiring principals .Following the work of Leithwood and colleagues, we asked expert and aspiring principals to respond to ill-structured written problem scenarios. Our sample of 44 included 20 expert principals and 24 aspiring principals. The aspiring principals were from a cohort of participants in a professional development program for aspiring principals in a large Midwestern urban school district. Drawing from that same school district, the expert principals were selected based on an analysis of longitudinal teacher survey data and student achievement data. We found statistically significant differences between expert and aspiring principals on five problem-solving processes, three of which were in line with prior hypotheses generating research on principal expertise. [ABSTRACT FROM AUTHOR]
Key words: SCHOOL principals -- Training of；PROFESSIONAL education；PROBLEM solving；CAREER development
总结： 本文报告的专家和有抱负的校长之间的差异。以下Leithwood和同事的工作，我们问专家，拟任校长向结构不良问题的书面方案作出回应。我们的44个样本包括20个专家校长及24拟任校长。有抱负的校长是从参与者的人群在职业发展计划，在一个大的中西部城市学区拟任校长。来自同一学区，专家校长是基于纵向老师调查数据和学生成绩数据进行分析选择。我们发现专家和拟任校长之间的统计学差异显著五个解决问题的过程中，其中三个是与之前的假设产生的主要专长研究路线。
来源：Leadership & Policy in Schools. Apr2009, Vol. 8 Issue 2, p128-151. 24p. 4 Charts, 1 Graph.