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Changes in educational leadership and administration over the past decade and a half represent a shift from traditional, social science-based approaches to more cognitively based views of the field. In addition, a heightened interest in the connections between the way educational leaders think and their actions has led to expanded emphasis on practice-based knowledge and in-service preparation programs for school leaders. In North America, where pre-service, formal training dominated, practice-based education, internships, and authentic evaluation received more emphasis. In the UK, where in-service professional development dominated, formal cognate learning is being enhanced. These developments suggest a broadening of approaches to educational leadership education stretching across the professional life of the practitioner.
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Ann Weaver Hart (Thu,) studied this question.
www.synapsesocial.com/papers/6a08b73e9a6c4ba6e610d09f — DOI: https://doi.org/10.1177/0263211x990273008
Ann Weaver Hart
Educational Management & Administration
Claremont Graduate University
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