This article reports on an exploratory study that inquired about the teaching and learning
of administrative problem-framing skills in a problem-based learning (PBL) administrator
preparation program. A literature-based definition of problem-framing ability is
developed, and a conceptual framework for the study, rooted in theories of cognition and
social psychology, is introduced. Incorporating the use of a quasi-experimental study
design, the problem-framing skills of three successive student cohorts with graduated
levels of exposure to PBL are assessed. An ANCOVA reveals that all three cohorts differ
significantly in problem-framing ability associated with their level of exposure to PBL.
Finally, the implications of the findings for instructional practice and future research on
administrator preparation are explored. |