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A 3 page article summary and critique that discusses a study conducted by Bush, O’Brien and Spangler (2005). This study evaluated a leadership program, which was formulated to follow the parameters of the Tri-dimensional Model of Administrator Preparation developed by Daresh and Playko in 1992. Bibliography lists 2 sources.
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3 pages (~225 words per page)
File: D0_khbos05.rtf
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Daresh and Playko in 1992. This model acknowledges the importance of educational leadership as a crucial factor to obtaining the goals of establishing effective schools (Yu and Durrington, 2006).
The Busch, OBrien and Spangler study, likewise, supports this point and illustrates how specific activities geared to produce leadership development can be utilized to increase the "quantity and quality of
candidates for school leadership positions" (Busch, OBrien and Spangler, 2005, p. 95). The teachers that comprised the studys sample group participated professional developmental program that took place over an
eight-month period. This program utilized the Southern Tier Leadership Academy, which is a collaborative model designed by the New York State Education Department, Binghamton University and local school superintendents in
the Binghamton, New York area. The activities included " interpersonal leadership styles analysis, professional action planning, mentoring, reflection and platform development" (Busch, OBrien and Spangler, 2005, p. 95). The methodology
included both qualitative and quantitative approaches. The quantitative measures employed were varied and included reaction surveys, different assessments, the Multifactor Leadership Questionnaire, among others (Busch, OBrien and Spangler, 2005).
These measures were then equated to a level of assessment in Kirkpatricks 1998 model for evaluating training program effectiveness, thereby indicating substantial support for the studys framework and hypotheses. The
results indicate significant cohesion between the programs approach to leadership instruction and all four levels of the Kirkpatrick framework. The quantitative results indicated that the study intervention significantly added
to the likelihood that the participants would continue in their educational endeavors leading to certification and thus providing for educations future leaders. The inclusion of multiple methods of assessment, which
were both qualitative and quantitative in nature, added depth and insight to the results that would otherwise have not been possible, showing which of the activities were considered by the
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