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You searched for +publisher:"University of Louisville" +contributor:("Overstreet, Mikkaka"). Showing records 1 – 2 of 2 total matches.

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University of Louisville

1. Howard, Jimica Claudette. Exploring distributed instructional leadership : case studies of assistant principals in an urban school district.

Degree: PhD, 2016, University of Louisville

This study examined the role of instructional assistant principals in distributed instructional leadership in three middle schools in a large urban school district. Using the leadership functions in Hallinger’s (2011) framework of instructional leadership, the distribution of instructional leadership functions were examined. Interviews, document analysis, and an observation determined that the assistant principal in only one out of three cases was engaging in distributed instructional leadership. One was named an instructional assistant principal and functioned as an operations manager and the third was called a “lead” assistant principal and also spent most of his time on operational/management functions. Conclusions and implications for practice and future research were also discussed. Advisors/Committee Members: Jean-Marie, Gaetane, Carpenter, Bradley, Carpenter, Bradley, Hampton, Georgia, Overstreet, Mikkaka.

Subjects/Keywords: distributed instructional leadership; assistant principals; distributed leadership; instructional leadership; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Howard, J. C. (2016). Exploring distributed instructional leadership : case studies of assistant principals in an urban school district. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2480 ; https://ir.library.louisville.edu/etd/2480

Chicago Manual of Style (16th Edition):

Howard, Jimica Claudette. “Exploring distributed instructional leadership : case studies of assistant principals in an urban school district.” 2016. Doctoral Dissertation, University of Louisville. Accessed February 23, 2019. 10.18297/etd/2480 ; https://ir.library.louisville.edu/etd/2480.

MLA Handbook (7th Edition):

Howard, Jimica Claudette. “Exploring distributed instructional leadership : case studies of assistant principals in an urban school district.” 2016. Web. 23 Feb 2019.

Vancouver:

Howard JC. Exploring distributed instructional leadership : case studies of assistant principals in an urban school district. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Feb 23]. Available from: 10.18297/etd/2480 ; https://ir.library.louisville.edu/etd/2480.

Council of Science Editors:

Howard JC. Exploring distributed instructional leadership : case studies of assistant principals in an urban school district. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2480 ; https://ir.library.louisville.edu/etd/2480


University of Louisville

2. Nightengale-Lee, Bianca. Educating critically : challenging the familiar contours of literacy teacher education.

Degree: PhD, 2017, University of Louisville

The shifting cultural ecologies of U.S. classrooms emphasize acknowledging difference, accepting diversity, and sustaining both cultural and linguistic plurality (Banks & Banks, 2009; hooks, 1994; Paris 2014). Teacher education programs play an integral role in preparing Pre-Service Teachers (PSTs) with skills, knowledge, and dispositions necessitated by a growing Culturally and Linguistically Diverse (CLD) student population (Cruz, Ellerbrock, Vasquez & Howes, 2014). To enact equitable teaching practices reflective of 21st century students, PSTs need to demonstrate a level of cultural awareness that acknowledges the racially, socially, and politically charged societal structures that shape education for CLD students (Hall & Carlson, 2016). However, for Teacher Preparation Programs (TPPs), this task is complicated by the racial, cultural, and linguistic divide amid CLD students and their White teacher counterparts (Ball & Forzani, 2009). Research suggests cultural dissonance can result in a lack of knowledge and understanding about diverse students and how socio-historical oppression can affect their achievement (Brock, Case, & Taylor, 2013; Grossman & McDonald, 2008; Lazar, 2007). Thus, if White PSTs are expected to cultivate equitable classrooms, responsive of the socio-cultural, linguistic, and educational needs of CLD students, then TPPs need radical alterations in curriculum and instructional design to not only deliver practical applications of classroom pedagogy, but also provide a critical understanding of literacy as “a cultural resource that can be used to challenge systems of domination” (Janks, p. 35, 2000). This idea is amplified through the current study, through exploration of three strands of curricular inquiry: critical pedagogy, literacy education, and intersectional positionality. Specifically, the researcher examines how teacher candidates conceptualize curriculum that blends elementary literacy methods content and critical perspectives that critique, resist, and re-design traditional literacy practices. Utilizing a qualitative case study, multiple forms of data analysis reveal that critically oriented instruction must be taught explicitly and in multiple formats to support teachers in taking anti-hegemonic stances. Advisors/Committee Members: Norton-Meier, Lori, Overstreet, Mikkaka, Alagaraja, Meera, Thomas, Shelley, Chisholm, James, Haynes, Ray.

Subjects/Keywords: critical pedagogy; intersectionality; teacher education; pre-service teachers; Curriculum and Instruction; Curriculum and Social Inquiry; Elementary Education; Higher Education; Language and Literacy Education; Scholarship of Teaching and Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nightengale-Lee, B. (2017). Educating critically : challenging the familiar contours of literacy teacher education. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2824 ; https://ir.library.louisville.edu/etd/2824

Chicago Manual of Style (16th Edition):

Nightengale-Lee, Bianca. “Educating critically : challenging the familiar contours of literacy teacher education.” 2017. Doctoral Dissertation, University of Louisville. Accessed February 23, 2019. 10.18297/etd/2824 ; https://ir.library.louisville.edu/etd/2824.

MLA Handbook (7th Edition):

Nightengale-Lee, Bianca. “Educating critically : challenging the familiar contours of literacy teacher education.” 2017. Web. 23 Feb 2019.

Vancouver:

Nightengale-Lee B. Educating critically : challenging the familiar contours of literacy teacher education. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Feb 23]. Available from: 10.18297/etd/2824 ; https://ir.library.louisville.edu/etd/2824.

Council of Science Editors:

Nightengale-Lee B. Educating critically : challenging the familiar contours of literacy teacher education. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2824 ; https://ir.library.louisville.edu/etd/2824

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