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Two significant problems attend principal preparation today: the quality and experience of candidates for preparation and the "y'all come" attitude of programs driven by demands for enrollments. These issues are abetted by a long history of non-selective practices in accepting candidates into preparation programs and the distinct lack of systematic recruitment of the best possible candidates for principalships, particularly for urban and other schools with low-achieving student populations. Further, issues related to preparation provided for countless numbers of people who never use their credentials suggest significant changes in how candidates are recruited and selected. (Contains 2 tables.)

Over the past decade, many university-based administrator-preparation programs have evolved into curricula delivered through cohorts of about 20 to 25 students. However, little evidence exists about the long-term effect of cohort experience on aspiring principals' future professional practice. Anecdotal evidence suggests that students in cohorts experience a greater sense of inclusiveness, more opportunities for collaboration and professional networking, and enhanced academic performance than in previous higher educational experiences. Impediments that can impede learning, however, include collusion, negative group climate and norms, assumed or assigned roles of team members, and communication and problem-solving styles. Strategies for creating effective cohorts involve creating an environment in which participants acknowledge the mutual risk, and establish the sense of safety in facing the risk, of presenting new ideas and views. Educators need to be aware of psychological baggage that adult students can bring with them and take necessary steps to diminish any negative influences that can impact learning. Further research needs to be done to determine how effective the cohort experience is in transferring knowledge gained into professional practice, what types of measures should be used to determine this and other factors, and what type of database should be used. (Contains 44 references.) (RT)

This paper discusses two important elements in the preparation of K-12 school leaders: (1) role transformation through clinical practice during administrator preparation programs; and (2) reconceptualization of traditional internship experiences to enhance role transformation. Data analyzed for this study originally were collected in doctoral studies of cohort learning, socialization, and leadership preparation. Data sources include students' responses to reflective writing prompts, pre- and post-surveys, and interview questions. Students in this comparison study were enrolled in three different closed cohorts within an educational leadership development program at one urban university. Findings suggest that readiness to assume a principalship following completion of an administrator preparation program depends upon: (1) an individual's prior leadership opportunities and experiences within K-12 education; (2) encouragement from and mentoring by practicing principals; and (3) personal issues such as family responsibilities and career goals. Two important implications, namely, that educational administration preparation programs need to decrease reliance on traditional course- and campus-based preparation models and focus squarely on problems of practice in schools, are discussed. (Contains 24 references.) (Author/RT)

To better understand the role that "power behavior" plays in deciding promotions in the school system, the power behaviors of school principals who had been promoted and those who had not been promoted were examined. A power model developed by R. Muth was adapted to provide the framework for assessing power use. The central questions addressed the types of power behavior and resources principals and their supervisors use, the use of power behaviors and resources, the role of gender and/or the use of power behaviors and resources in gaining promotions, and whether males and females report similar power behaviors. Results are based on 200 surveys completed by principals and school administrators in Colorado. The findings revealed no significant difference between the power types used by principals who reported that they had not been promoted and the power types of those who made the promotions, undermining the argument that power is an important, if not the most important, ingredient in receiving a promotion. Furthermore, nonpromoted and promoted principals did not report different patterns of power use. (RJM)

Despite certain challenges to current practice, little attention has been given to the importance of training educational administrators in research as a process of inquiry. In fact, the inquiry process should be at the core of graduate training for all school administrators. The National Commission on Excellence in Educational Administration specifically recommended that university professors emphasize "theoretical and clinical knowledge, applied research, and supervised practice," but did not specify how such a charge should be addressed. This paper examines some assumptions shaping current university training that may undercut attempts to create truly clinical administrator preparation programs. Among current expectations that impede stronger clinical orientations in university programs are: (1) lack of rigorous training in research, especially applied research; (2) the traditional academic mode of inquiry prevalent in most doctoral programs; (3) the outcomes of inquiry expected by these programs; (4) the institutional rewards and norms for faculty; and (5) the traditional structures of teaching and learning that influence faculty and therefore students. For student-practitioners, traditional research training programs emphasizing theory-building or empirical explanations are probably inappropriate and intellectually disabling. An alternative model recognizing the legitimacy of the practitioner orientation and geared to an experiential, problem-solving process is necessary. Recommendations are given concerning unresolved research training issues. (47 references) (MLH)

There is a chasm in our knowledge of the relationship that exists between reading-writing and scientific literacy. This article was written with the intent of stimulating research on writing and reading to learn science. (ZWH)

Suggests an empirical model to test the assumption that conflict and consensus theories of organizational management can be combined, with the central concept being power. Three studies supporting the model suggest that it has considerable heuristic and empirical potential. (JW)