Problem-based Learning for Administrators

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ERIC, Jan 1, 1992 - Education - 164 pages
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In the Prospective Principals' Program at Stanford University, students are engaged in problem-based learning (PBL), a cooperative, small-group approach providing opportunities to resolve problems likely to confront real-world professionals. To illustrate PBL's background and rationale, chapter 1 briefly describes how the topic of teacher selection might be introduced using traditional, case-method, and PBL approaches. Chapter 2 focuses on the students' role and how instructors can minimize the frustration and difficulties students experience in Stanford's PBL curriculum. Chapter 3 describes a field test of the teacher selection project, focusing on valuable lessons for student and instructor. Chapter 4 explains the instructor's role in PBL and how to deal with potential challenges arising while implementing a PBL project. The fifth chapter contains six student essays to illustrate what students report learning about leadership and various administrative skills. Chapter 6 describes possible obstacles hindering PBL implementation and outlines a strategy for overcoming these impediments. The last chapter focuses on future challenges, including explicating student-centered learning, facilitating administrators' lifelong learning, conducting research on PBL effectiveness, and exploring other PBL contexts for educating administrators. Appendices provide a description of Stanford's PBL program, samples of problem-stimulated learning projects, and a project checklist. (50 references) (MLH)

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Contents

Background and Rationale
3
Introducing ProblemBased Learning to Students
19
An Example
29
Copyright

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About the author (1992)

Edwin M. Bridges is Professor Emeritus, Stanford University, and has an extensive background in higher education. Prior to joining the Stanford University faculty in 1974, he taught at Washington University (St. Louis), The University of Chicago and University of California (Santa Barbara). He is internationally known for his work on problem based learning and has worked with faculty from a variety of disciplines in China and the Unites States. During his thirty-five year career in higher education, he has consulted with numerous organizations, including the World Health Organization, the World Bank, and the New York City Public Schools. Professor Bridges has received two lifetime achievement awards for his contributions of the field of educational administration and is listed in Who s Who in America and Who s Who in the World. At the age of twenty-six, he was appointed a high school principal; the following year he was chosen as one of three Outstanding Young Men of Indiana. Since retiring in 1999, Ed lives with his wife Marjorie, in an historic home on the Stanford University Campus. Three years ago, they celebrated their Golden Wedding Anniversary. In retirement, he has devoted much of his time to activities that he neglected during his career as a professor investing and retirement planning. After reading hundreds of books and articles on these subjects, he decided to share the lessons he learned with friends, colleagues, family, former students and others through his writing and public speaking. He brings these lessons to life by drawing on his personal setbacks, mistakes, and triumphs in investing and planning for retirement.

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