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The intention is to review the literature dealing with the role and status of research in preparation programmes for educational administrators, and to generate alternative ways to incorporate research into the programmes. To guide the reviews and to generate alternatives, a framework consisting of three categories is used – a historical perspective, the knowledge base and faculty orientations. A primary conclusion is that educational administration must not only improve the quality and increase the quantity of research, but programmes must also be changed to include research in central and coherent ways.

The award of a Commonwealth Visiting Fellowship enabled the writer to investigate preparation programmes for educational administrators in twelve prominent Canadian universities. Interviews with professors, students and practising administrators, participation in lectures, seminars and assessment procedures provided the basis for the writer's impressions. An analysis of pre‐Master's, Master's and doctoral programmes revealed that, in general, students must select courses from (i) organization and administration theory, (ii) educational personnel supervision, (iii) education in Canada and (iv) a series of options. Evidence of a combination of discipline, theory, problems and career‐based approaches was found in most programmes. The writer argues that Canadian professors of educational administration are (i) anxious to improve the quality of the courses offered and grappling with the problem of programme relevance, (ii) not generally concerned with teaching as a skill and restricted in methods used, particularly simulations, (iii) somewhat insular in outlook and (prior to the establishment of CASEA) lacking an adequate means of inter‐departmental communication. Future developments in the preparation of educational administrators are foreshadowed by the writer.

Based on a university department of educational administration′s initiative to reconceptualize its doctoral degree programme, the reconstructed model is based on four innovations: (1) an intellectual reconceptualization of the purpose of preparation away from the traditional manager in training perspective, towards a model that views school leadership as a shared, reflective, moral, intellectual activity; (2) a clinical, field‐based research experience that applies theory to practice; (3) an instructional programme, modelling active problem‐solving models of enquiry; (4) some new structural elements, such as a cohort of highly stationed, mid‐career administrators, each scheduled to complete the degree in three years. Focuses on the programme′s philosophy, curriculum, instructional design and research agenda.

The status of the practicum (learning by doing) in educational administration preparation programmes is discussed. The literature base for discussion of the issues involved is inadequate; research has been limited both in the ways the topic has been studied and what has been found. Possible new directions which research might profitably take are presented.

With increase requirements and a more clinical approach for administrator internships in principal preparation programs, universities are taking a look at their internships and how they are implemented. The purpose of this paper is to propose a structure and framework incorporating promising practices from recent literature and explores how to successfully implement new standards and state requirements. Additionally, a framework for practice is included as a foundation for a clinical internship program that applies theory and promising practices.

Internships are a critical aspect of the principal preparation program and are crucial to preparing students to fulfill their future leadership roles. This brief reviewed the related literature, which revealed the lack of quality in various educational leadership programs and posited that the internship is an essential element to principal preparation. Key considerations to successful internships, and why they are necessary to overall candidate preparation were also presented. Additionally, a sample program was described that included aspects of both performance and accountability and served as a framework for new and revised internships.

Although the internship experience is but one part of a larger curricular sequence, it has a central role in the preparation of future school administrators. School administrator preparation programs have an obligation to allow participants to fully experience the breadth and depth of issues and environments that they will encounter. A structure and framework is needed that incorporates promising practices from recent literature, and explores how to successfully implement new standards and state requirements for a clinical internship program applying current theory and promising practices.

Creating and maintaining effective internship experiences is an ever-evolving process that requires dedicated faculty and resources. Learning through internships is a central element of future principal candidates’ overall success. Authentic practice and experience in real school settings ensures that future educational leaders receive the best preparation that universities and faculty can provide.

The purpose of this study was to identify how current K-12 district and school leaders who are alumni of an educational administration program describe how they acquired the essential skills and experiences needed to be effective in the leadership positions.

For this qualitative study, the authors interviewed program alumni of one university leadership preparation program regarding the experiences and training they identified as having prepared them with the necessary skills, knowledge, and attitudes to be successful in their positions, as well as which components of their administrative internship experiences, if any, they identified as having most prepared them for their positions.

School and district administrators indicated they acquired the knowledge, skills, and attitudes necessary to become successful leaders through specific preparation experiences and opportunities. Key experiences cited by alumni included gaining some leadership responsibilities while they were teachers and further opportunities to lead in the administrative internship; engaging in practical, hands-on assignments in their graduate degree program courses; learning from other administrators with unique areas of work responsibilities, as well as from other schools and districts; and receiving guidance from a dedicated mentor.

The findings from this study contribute to research in the area of administrator preparation by guiding preparation programs in prioritizing the types of training and practicum experiences that aspiring K-12 educational leaders receive as a component of their preparation programs.

Eleven representative examples of professional development are examined in what is labelled a new era of administrator training. An analysis is presented of the conditions that have helped foster interest in the creation of new approaches to the training of school administrators. Ten current conditions in the area of administrator training where improvement is needed are reported on. Commonalities among the new approaches to training are discussed and these principles juxtaposed against the status quo in administrator training. It is concluded that the new era of professional development is significantly different from many current training programmes, in terms of both process and content. These differences are examined in detail. Potential problems in these newer approaches to administrator training are noted.

Reviews the current debate in the USA concerning the general dissatisfaction with administrator preparation and resulting tensions between the award of the PhD versus the EdD, with a preference for the award of the latter articulated by critical observers of the profession. Design considerations are highlighted for the implementation of EdD curricula in Australia, where the professional doctorate is now being offered at a number of universities. Implications are drawn from the US experience regarding the need to legitimate the EdD as a valued qualification of standing in its own right and clearly focused on meeting the needs of practitioners. Describes a curriculum process model, initially developed at the University of Texas at Austin, with the potential and capacity to guide and inform university‐based administrator preparation as well as on going professional development over the course of a career span of intermediate length. Concludes that appropriate models are needed which gave shape and form to a professionally oriented EdD, abstracting from relevant theoretical principles and derived from a knowledge base that can be justified on its own terms.

The thesis of this paper is that preparation programs for educational administrators would be vastly improved if available knowledge were systematically used in the design, management and study of the instructional programs. A review of the literature revealed that (1) conceptual and empirical knowledge have been rarely and inadequately discussed as foundations for program design; (2) management systems or technologies have not been discussed with reference to preparatory programs; (3) theoretical frameworks and sound research methodologies have been disregarded in most research about preparatory programs. Recommendations are made for increased knowledge utilisation in preparing educational administrators. Specifically suggested are: (1) implementation of various management technologies in departments of educational administration; (2) application of behavioral science theories and research methodologies to the study of existing preparation programs; and (3) use of theoretical and empirical knowledge to design and evaluate innovative preparatory programs. Suggestions regarding particular technologies pertinent to program management, specific theory‐based questions to guide research, and relevant bodies of knowledge applicable to program design are included. Conceptual systems theory is recommended as a foundation for programs designed to train “perceptive generalist” practitioners.

As a result of increasing attention to the problems faced by beginning school leaders around the world, this study was conducted to determine the nature of skills needed by beginning principles in the USA. Data were collected from both practising and aspiring principals. It was determined that there are major perceptual differences between these two groups with regard to essential skills for principals. Aspiring administrators believe that demonstration of technical skills is most important, while their experienced colleagues believe that it is more important for novices to show socialization and self‐awareness skills. Based on these findings, notes implications for the improvement of pre‐service, induction and in‐service programmes for school administrators.