EdD (Doctor of Education)
Date of Award
The purpose of this study was to measure the learning of the specific skills and knowledge as identified by the National Policy Board for Educational Administration during internships of students from universities participating in the Alliance for the Preparation of Educational Leadership. Former interns from Brigham Young University, East Tennessee State University, Florida State University, and Virginia Polytechnic Institute and State University, responded to a survey designed to measure the skills and knowledge as defined by the National Policy Board for Educational Administration. Indicators of the domains identified by the National Policy Board for Educational Administration allowed former interns to reflect and identify those areas that were best learned during the administrative internship. The target population included students who recently graduated from the participating universities. Reviewing the literature exposed the need for an inductive knowledge base. The amount of research was abundant in the area of effectiveness, the internship, and principal preparation. There was little research in the area of the development of specific skills as defined by the National Policy Board for Educational Administration using the internship as a method of delivery. The majority of the former interns were white females slightly over forty years old. The majority held a masters degree with 21% holding a degree higher than a masters. Few were serving as principals. Findings indicated that internships were highly valued, innovative, provided experiences for the domains of competency, and focused primarily on the functional theme. Recommendations included that internships ignore age, gender, and race; be designed by the university personnel; be one of a variety of field experiences; be innovative; and exist primarily in the operational dimension.
Dissertation - unrestricted
Russell, William D., "Principal Internships: Developing Specific Knowledge and Skills as Identified by the National Policy Board for Educational Administration" (1994). Electronic Theses and Dissertations. Paper 2782. https://dc.etsu.edu/etd/2782