Literaturnachweis - Detailanzeige
Autor/in | Leonard, Jack |
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Titel | Programmatic Effects of the Massachusetts Performance Assessment for Leaders |
Quelle | In: Leadership and Policy in Schools, 19 (2020) 3, S.407-430 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1570-0763 |
DOI | 10.1080/15700763.2019.1585547 |
Schlagwörter | Performance Based Assessment; Principals; Licensing Examinations (Professions); High Stakes Tests; Administrator Education; Program Design; Educational Change; Student Attitudes; Administrator Attitudes; Massachusetts |
Abstract | Massachusetts introduced the first high-stakes performance assessment for principal certification in 2014. Using student surveys from six institutions and interviews with program directors from ten out of 23 state-approved programs, the author asked, "How are Massachusetts principal preparation programs changing in response to the new Performance Assessment for Leaders?" The test prompted numerous programmatic changes in course sequencing, course assignments, classroom instruction, practicum design, writing requirements, faculty assignments, and graduation requirements while promoting the credentialing function of such programs at the expense of the educative function. Students were skeptical and directors guardedly hopeful about the long-term benefits. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |