IUScholarWorks
Indiana University's Institutional Repository
IUScholarWorks Repository is a service of Indiana University Libraries to make the work of IU scholars freely available, while ensuring these resources are preserved and organized for the future. Because your work is assigned a stable, permanent Internet address readers will always find it.
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Recent Submissions
A Brief History of Folklore Archiving at Indiana University
(2003) Smith, Moira
Undergraduate Library of Gender, Culture, & Sexuality Studies, Vol. 1
(Prose & Proof, 2024) Wilkerson, James; Wilder, Ashley; Jones, Taylor; Schotter, Brooklyn I.; Reas, Jaxon
How principal leadership and teacher burnout are associated with early career teacher mobility: Insights from the Beginning Teacher Longitudinal Survey
(Routledge, 2020-12-29) Perrone, Frank
Why a diverse leadership pipeline matters: The empirical evidence
(Leadership and Policy in Schools, 2022-02-03) Perrone, Frank
This overview of the research revealed that diversity in the pipeline leading to the principalship is lacking and critical. The article first provided a synopsis of educator demographics, illustrating clear disparity in principal representation by race/ethnicity and sex/gender. A subsequent review of relevant empirical research demonstrated clear benefits of having a diverse principal workforce, especially for students and teachers of color. Further examination showed that educators of color and females/women, particularly those of color, face biases and barriers in advancing to the principalship. These biases and barriers have negative implications for individuals in the principal pipeline and educational quality overall.
Fully online principal preparation: Prevalence, institutional characteristics, geography
(Journal of Educational Administration, 2020-03-16) Perrone, Frank; Rice, Mary F.; Anderson, Erin; Budhwani, Sajjid
Purpose: Principal preparation program pedagogy and course delivery are critical to principal candidates’ preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.
Methods: Data were collected through website reviews and coding checks and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.
Findings: Roughly 43% of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.
Limitations: This study only considered programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were not included in the analysis.
Implications: Findings make a clear call for more research into online principal preparation program design and course delivery.
Originality/Value: This study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.