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Full-Text Articles in Education
Educational Leadership Program Newsletter October 2010, Educational Leadership Program, University Of Southern Maine
Educational Leadership Program Newsletter October 2010, Educational Leadership Program, University Of Southern Maine
Educational Leadership Newsletters
Inside the issue:
- Letter from the Program Coordinator
- Alumni Spotlight: Sue Palfrey
- Program Updates
- Faculty Profile: Dr. Lynne Miller
- Course Schedule
- Faculty & Staff Directory
- Notes of Interest
Perceptions Of State-Funded, School District-Based Principal Preparation Programs In Virginia 2004-2006, Kathryn Kirk
Perceptions Of State-Funded, School District-Based Principal Preparation Programs In Virginia 2004-2006, Kathryn Kirk
Theses and Dissertations
This mixed methods case study described and analyzed the 2004-2006 district-based principal preparation programs in Virginia. This dissertation explored goals stated in proposals for funding as well as program director and program completer perceptions of goals, content, processes, and outcomes for the 10 principal preparation programs that stemmed from the Commission to Review, Study, and Reform Educational Leadership. Data collection employed three phases: Phase I focused on the 10 grant proposals; Phase II involved semistructured interview questions centered on perceptions of nine participating program directors; Phase III investigated perceptions of 75 program completers who responded to a web-based survey. Data …
Getting To Finished: Strategies To Ensure Completion Of The Doctoral Dissertation, Barbara Holmes, Lillian Robinson, Angela D. Seay
Getting To Finished: Strategies To Ensure Completion Of The Doctoral Dissertation, Barbara Holmes, Lillian Robinson, Angela D. Seay
Education Doctorate Faculty Works
This paper reports the results of focus group conversations with thirty-four doctoral students enrolled in an educational leadership program. Doctoral students were asked to provide suggestions and strategies used to complete the doctoral dissertation. The results of these conversations reinforce the value of the collaborative cohort and the proactive interdependence students experienced as a result of working together. These findings highlight the need to examine how doctoral students experience the university context particularly as it relates to the dissertation phase of study.
Citation:
Holmes, B., Robinson, L., Seay, A.D. (2010). Getting to Finished: Strategies to Ensure Completion of the Doctoral …