Measuring the Learning-Centered Leadership Expertise of School Principals.
Goldring, Ellen1 Huff, Jason1 Spillane, James P.2 Barnes, Carol3
Abstract: We as a field believe that school principals can acquire new expertise by participating in principal preparation and professional development programs; however, we have few methodologies to measure leadership expertise, especially expertise that links leadership to improved student learning. In this article, we present the results of a study that examines two instruments for measuring leadership expertise, principal surveys and open-ended scenarios. First we make the case regarding the need for measurements of expertise. Next we discuss the conceptual definitions of expertise in general and present the specific domains of leadership expertise we attempt to measure. Finally, we present the results of a study that implemented two measures of leadership expertise: principal surveys and open-ended scenarios. The descriptive statistics, correlations, and examples we present in this article offer mixed results regarding the strengths and weaknesses of the various methods to conceptualize and measure leadership expertise. [ABSTRACT FROM AUTHOR]
Key words: EDUCATIONAL leadership；OCCUPATIONAL training；PROFESSIONAL education；SCHOOL administrators
总结：尤其是专业知识链接的领导来改善学生的学习。在这篇文章中，我们介绍了一项研究，探讨两种仪器测量的领导经验，主要调查和开放式场景的结果。首先，我们做关于需要专门知识的测量的情况。接下来我们讨论一般专长的概念定义，并提出领导专长的特定领域，我们试图来衡量。最后，我们提出了一份研究报告，落实领导专长两项措施的结果：主要调查和开放式的场景。我们提出的描述性统计，相关性和示例本文提供混合结果有关的各种方法的优点和缺点概念化和衡量领导能力的专业知识。
来源：Leadership & Policy in Schools. Apr2009, Vol. 8 Issue 2, p197-228. 32p. 1 Diagram, 6 Charts.