The history of the principal preparation program: planned program change at Virginia Tech

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dc.contributor.authorCamburn, Alberten
dc.contributor.committeechairParson, Stephen R.en
dc.contributor.committeememberParks, David J.en
dc.contributor.committeememberEarthman, Glen I.en
dc.contributor.committeememberWorner, Wayne M.en
dc.contributor.committeememberPace, E. Marken
dc.contributor.departmentEducational Administrationen
dc.date.accessioned2014-03-14T21:14:23Zen
dc.date.adate2008-06-06en
dc.date.available2014-03-14T21:14:23Zen
dc.date.issued1994-07-12en
dc.date.rdate2008-06-06en
dc.date.sdate2008-06-06en
dc.description.abstractIn 1987 the Educational Administration Program Area at Virginia Tech began the process of change in its masters program for principal certification. This study examined the variables involved with that planned program change. The researcher used the historical method of research. Three variables of the Probability of Adoption of Change (PAC) model (Creamer & Creamer, 1986)--circumstances, leadership, and strategies--were used as organizational tools. The primary sources of data were interviews, letters, state and university documents, and documents on computer disks. First, the internal and external circumstances that occurred before, during, and after the change process began are examined. Second, the leaders are identified and their roles are explained in the planned program change. Third, the leaders' strategies are examined. Fourth, an epilogue looks at the program after implementation. The researcher found that all three variables played significant roles in the change process. For example, the circumstances directly linked to Virginia Tech caused substantive discussions between faculty concerning the state of principal preparation. Second, two faculty members were willing to be the changemasters and do the work necessary to develop a new program for principal preparation. Third, the leaders understood their strengths, and purposefully developed their strategies around them. The research contributes to the genera) field of knowledge in planned program change from theory to practice. The study has archival relevance for the educational administration program area faculty at Virginia Tech and provides information for students of educational administration.en
dc.description.degreeEd. D.en
dc.format.extentvii, 125 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-06062008-170917en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06062008-170917/en
dc.identifier.urihttp://hdl.handle.net/10919/38441en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1994.C363.pdfen
dc.relation.isformatofOCLC# 31307522en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1994.C363en
dc.subject.lcshCurriculum change -- Virginia -- Blacksburg -- Case studiesen
dc.subject.lcshSchool principals -- Training of -- Virginia -- Blacksburgen
dc.titleThe history of the principal preparation program: planned program change at Virginia Techen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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