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Problem-Based Learning and Prospective Principals’ Problem-Framing Ability

This article reports on an exploratory study that inquired about the teaching and learning of administrative problem-framing skills in a problem-based learning (PBL) administrator preparation program. A literature-based definition of problem-framing ability is developed, and a conceptual framework for the study, rooted in theories of cognition and social psychology, is introduced. Incorporating the use of a quasi-experimental study design, the problem-framing skills of three successive student cohorts with graduated levels of exposure to PBL are assessed. An ANCOVA reveals that all three cohorts differ significantly in problem-framing ability associated with their level of exposure to PBL. Finally, the implications of the findings for instructional practice and future research on administrator preparation are explored.

Educational Administration Quarterly, Vol. 36, No. 4, 585-607 (2000)
DOI: 10.1177/00131610021969119


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