The kinds of knowledge principals use: Implications for training

dc.creator	Angeliki Lazaridou
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:16Z
dc.date.available	2015-07-20T22:10:16Z
dc.identifier	1555-5062
dc.identifier	https://doaj.org/article/e5ecda647cf64b5bb7059b823d00ff6b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13499
dc.description	Information about how school principals operate pertains mainly to the actions of principals. However, the kinds of knowledge that the principalship demands have not been isolated as clearly, more often than not being conflated with actions. As principals’ duties become more complex, it becomes more important to ground specific practices in robust knowledge of relevant theoretical principles. One aspect of the principal’s job where this is particularly germane is the resolution of unfamiliar, complex, unstructured challenges. This paper presents findings from research into how principals think when dealing with problematic situations, in particular the types of knowledge they use. Four broad categories of knowledge were identified and, within those, twelve specific types. The research lends credence to the oral report or think-aloud method for making thinking processes available for analysis, and the findings indicate how the content of preparation programs may be adjusted to better qualify principals for the contemporary demands of their work. A prime recommendation is the inclusion of opportunities for the development of tacit knowledge.
dc.language	English
dc.publisher	Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
dc.relation	http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/187/82
dc.relation	https://doaj.org/toc/1555-5062
dc.source	International Journal of Education Policy and Leadership, Vol 4, Iss 10 (2009)
dc.subject	leadership
dc.subject	decision making
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The kinds of knowledge principals use: Implications for training
dc.type	article