Problem-based learning and prospective principals' problem-framing ability

被引:18
|
作者
Copland, MA [1 ]
机构
[1] Stanford Univ, Prospect Principals Program, Stanford, CA 94305 USA
关键词
D O I
10.1177/00131610021969119
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This article reports on an exploratory study that inquired about the teaching and learning of administrative problem-framing skills in a problem-bused 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.
引用
收藏
页码:585 / 607
页数:23
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