Three field-oriented, problem-based programs at UCD have provided opportunities and challenges for professors, practitioners and students that differ importantly from traditional, classroom-based administrator preparation. Among the opportunities are involvement of students in planning and conducting their own learning, collaboration among professor-practitioner-student teams in solving difficult problems of practice, employment of multiple modes of instruction and learning, and use of performance-based learning outcomes and portfolio assessments. The challenges include changing professorial roles and relations with the field, implementing new ways of learning and teaching, and developing alternative methods of assessing learning outcomes.
Get full access to this article
View all access options for this article.
References
1.
BokD.1986. Higher Learning.Cambridge, MA: Harvard University Press.
2.
BokD.1989. “Needed: A New Way to Train Doctors,” in New Directions for Medical Education: Problem-Based Learning and Community-Oriented Medical Education, SchmidtH. G., DevriesM. W., LipkinM.Jr., and GreepJ. M., NY: Springer-Verlag, pp. 17–38.
3.
BridgesE. M.1977. “The Nature of Leadership,” in Educational Administration: The Developing Decades, CunninghamL. L., HackWalter G., and NystrandRaphael O., Berkeley, CA: McCutchan.
4.
BridgesE. M. with HallingerP.1992. Problem Based Learning for Administrators.Eugene, OR: ERIC Clearinghouse on Educational Management.
5.
CunninghamL. L., DowneyL. W., and GoldhammerK.1963. “The Social Sciences and the Preparation of School Administrators,” in The Social Sciences and Educational Administration, DowneyL. W., and EnnsF., eds., Edmonton: University of Alberta, pp. 97–109.
6.
DemingW. E.1986. Out of Crisis.Cambridge, MA: MIT Press.
7.
GriffithsD. E., StoutR. T., and ForsythP. B.1988. Leaders for America's Schools.Berkeley, CA: McCutchan.
8.
HarfmannB.1990. “Medical Education in the 90's: The Alternative Curriculum Program at Rush Medical College,”The Magazine.Chicago: Rush-Presbyterian-St. Luke's Medical College.
9.
HartA.1987. “Leadership Succession: Reflections of a New Principal,”Journal of Research and Development in Education, 20(4): 1–11.
10.
KennedyM. M.1987. “Inexact Sciences: Professional Education and the Development of Expertise,” in Review of Research in Education, RothkopfE. Z., ed., Washington, DC: American Educational Research Association.14: 133–167.
11.
MartinW. M., MurphyM. J., and MuthR.1993. “Problem-Based Learning: A New Approach to Preparing School Leaders,” in NCPEA: In a New Voice, HoyleJ., and EstesD., eds., Lancaster, PA: Technomic, pp. 141–154.
12.
MartinW. M., and SandersN1993. Program Evaluation of the Northern Colorado School Leadership Academy. Symposium presentation at the annual meeting of the National Conference of Professors of Educational Administration, Indian Wells, CA, August.
13.
MurphyJ.1992. The Landscape of Leadership Preparation.Newbury Park, CA: Corwin Press.
14.
MuthR., MurphyM. J., and MartinW. M.1993. Taking Problem-Based Learning to the Field: First Stage Analyses. Paper presented at the annual meeting of the National Council of Professors of Educational Administration, Indian Wells, CA.
15.
Nova.1988. Can We Make a Better Doctor? (video). Boston: WGBH.
16.
O'NeilJ.1992. “Wanted: Deep Understanding; “Constructivism” Posits New Conception of Learning,”Curriculum Update. (Association for Supervision and Curriculum Development), pp. 1–8.
17.
OrnsteinA. C., and HunkinsF. P.1988. Curriculum: Foundations, Principles, Issues.Boston: Allyn and Bacon.
18.
PitnerN. J.1988. “School Administrator Preparation: The State of the Art,” in Leaders for America's Schools, GriffithsD. C., StoutR. T., and ForsythP. B., eds., Berkeley, CA: McCutchan, pp. 367–402.
19.
QuantzR. A., Cambron-McCabeN., and DantleyM.1991. “Preparing School Administrators for Democratic Authority: A Critical Approach to Graduate Education,”Urban Review, 23(1): 3–19.
20.
ResnickL. B.1988. Education and Learning To Think.Washington, DC: National Academy Press.
21.
ResnickL. B., and KlopferL. E.1989. Toward the Thinking Curriculum: Cog-Initive Research.Washington, DC: American Educational Research Association.
22.
SchönD. A.1988. “Coaching Reflective Teaching,” in Reflection in Teacher Education, GrimmettP. P., and EricksonG. L., eds., NY: Teachers College Press, pp. 19–29.
23.
SchönD. A.1987. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions.San Francisco: Jossey-Bass.
24.
SchönD. A.1983. The Reflective Practitioner: How Professionals Think in Action.NY: Basic Books.
25.
ShulmanL. S.1988. “The Dangers of Dichotomous Thinking in Education,”Reflection in Teacher Education, GrimmetP. P., and EricksonG. L., eds., New York: Teachers College Press, pp. 31–38.
26.
SternbergR. J.1984. “How Can We Teach Intelligence?”Educational Leadership, September, p. 40.
27.
ThompsonS., ed. 1993. Principals for our Changing Schools: Knowledge and Skill Base.Fairfax, VA: National Policy Board for Educational Administration.
28.
WeisbordM. R.1992. Discovering Common Ground.San Francisco: Berrett-Koehler.
29.
WelchD., SaltzmanP., SandersN., MartinW. M., and MuthR.1993. Cooperative School Administrator Program Evaluation Report for Pilot Programs.Final Report to the Colorado State Board of Education. Longmont, CO: Northern Colorado Board of Cooperative Education Services.
30.
WillisS.1992a. “Cooperative Learning Shows Staying Power,”Curriculum Update, (Association for Supervision and Curriculum Development), March, pp. 1–8.
31.
WillisS.1992b. “Interdisciplinary Learning: Movement to Link the Disciplines Gains Momentum,”Curriculum Update, (Association for Supervision and Curriculum Development), pp. 1–8.
