Elementary principals' level of involvement and understanding of human thinking.

摘要

The study addressed three major research problems: (a) the lack of clarity regarding the concepts of human thinking; (b) the lack of information on elementary principals' level of involvement in the area of human thinking; and (c) the lack of information about administrative needs in the area of human thinking.; Phase I involved an extensive review of the literature and the development of a conceptual framework of human thinking. Conceptual components included: (a) brain-based learning, (b) dimensions of thinking and learning, and (c) cognitive styles. Cognitive styles incorporated: (a) multiple intelligences, (b) learning styles, and (c) personality styles. A cognitive map was developed to visually depict the conceptual framework.; Phase II involved the development, distribution, and analysis of a survey to Wisconsin public elementary principals. The survey assessed elementary principal's level of involvement and understanding of human thinking. An operational Guttman scale was used to determine the levels of involvement from Bloom, Krathwohl, & Masia's affective taxonomy. The ordinal levels of involvement include (a) receiving, (b) responding, (c) valuing, (d) organizing, and (e) conceptualizing.; Key findings indicated elementary principals are at the responding level of involvement and self-assess at the intermediate level of understanding in the area of human thinking. Within the schools of thought, elementary principals are at the responding level of involvement with brain-based learning, dimensions of thinking and learning, and are at the valuing level with cognitive styles. Within the cognitive styles, elementary principals are at the responding level of involvement with personality styles, valuing level with multiple intelligences, and organizing level with learning styles. Overall, there is a slight positive correlation between the overall level of involvement and administrative training and a slight negative correlation between the overall level of involvement and administrative experience. Generally, female principals indicated a higher overall level of involvement than male principals.; Phase III addressed administrative needs of elementary principals through a description of theoretical implications and policy, program, practice and further research implications. Critical administrative needs areas addressed preservice and renewal certification, administrative training, leadership style, institutional bridge-building, and professional development. Key contributions include (a) an extensive review of the literature, (b) the development of cognitive maps depicting human thinking and learning, and (c) the development of an innovative survey instrument.