Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Educational Administration Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hart, A. W.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Reflection: An Instructional Strategy in Educational Administration

Ann Weaver Hart

Although much talk abounds about the importance of change leadership and problem solving for professionals, little systematic alteration of professional preparation programs is accompanying criticisms of professional education. This article reports the results of an ongoing study of instructional reform in educational administration. A design studio for instructional leadership required students to apply content knowledge acquired in their traditional course of study to school problems and defend their proposed actions. Students confronted the difficulties of reflective practice under pressure to act. In the studio, they were held accountable for projecting outcomes and defending their actions as administrators to their future peers and superiors. The study results reveal some outcomes of changes in course structures grounded in cognitive theories of adult learning and action. They affirm the importance of research on the cognitive processes of problem solving and reflection and questioning techniques that stimulate their effectiveness. The results present a complex, yet realistic, view of changes in professional preparation and general university study that can enhance parallel attempts to improve professional practice and carry learning into life. Such changes provide options for reform within courses currently taught and of entire conceptual structures underlying university degree programs in the professions.

Educational Administration Quarterly, Vol. 29, No. 3, 339-363 (1993)
DOI: 10.1177/0013161X93029003007
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Educational Administration QuarterlyHome page
D. Archbald
Research Versus Problem Solving for the Education Leadership Doctoral Thesis: Implications for Form and Function
Educational Administration Quarterly, December 1, 2008; 44(5): 704 - 739.
[Abstract] [PDF]

Home page
 Educational Administration QuarterlyHome page
P. T. Begley
Using Profiles of School Leadership as Supports to Cognitive Apprenticeship
Educational Administration Quarterly, May 1, 1995; 31(2): 176 - 202.
[Abstract]