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You searched for +publisher:"Virginia Commonwealth University" +contributor:("Dr. Barbara Driver"). Showing records 1 – 3 of 3 total matches.

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Virginia Commonwealth University

1. Traylor, Taryn G. PUBLIC SCHOOL PRINCIPALS’ ATTITUDES REGARDING THE CLASSROOM PARTICIPATION OF STUDENTS WITH AUTISM WHO EXHIBIT CHALLENGING BEHAVIOR.

Degree: PhD, Special Education, 2018, Virginia Commonwealth University

Students with autism spectrum disorder (ASD) present challenges for principals supervising both general and special education teachers. Evidence-based practices designed to address the challenging behavior and academic needs of this population exists, but there are numerous contextual factors that affect the ability of principals to effectively assist their teachers in implementation. The purpose of this research was to examine the relationship between principal leader’s demographic characteristics, the influence of contextual factors, and leadership attitudes that affect their development and priorities for their schools. The implementation science framework and collective impact theory was investigated as a conceptual framework to analyze these critical research areas. Elementary principals responded to a researcher-designed survey instrument to identify contextual factors and priorities for development. Information was analyzed using one-way analysis of variance tests (ANOVA) and survey response patterns. Findings will provide direct guidance for principal development and leadership practices. Advisors/Committee Members: Dr. Kevin Sutherland, Dr. Christine Walther-Thomas, Dr. Katherine Inge, Dr. Barbara Driver.

Subjects/Keywords: autism; evidence-based practices; challenging behavior; public school principals; Educational Leadership; Special Education and Teaching

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APA (6th Edition):

Traylor, T. G. (2018). PUBLIC SCHOOL PRINCIPALS’ ATTITUDES REGARDING THE CLASSROOM PARTICIPATION OF STUDENTS WITH AUTISM WHO EXHIBIT CHALLENGING BEHAVIOR. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5350

Chicago Manual of Style (16th Edition):

Traylor, Taryn G. “PUBLIC SCHOOL PRINCIPALS’ ATTITUDES REGARDING THE CLASSROOM PARTICIPATION OF STUDENTS WITH AUTISM WHO EXHIBIT CHALLENGING BEHAVIOR.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 22, 2019. https://scholarscompass.vcu.edu/etd/5350.

MLA Handbook (7th Edition):

Traylor, Taryn G. “PUBLIC SCHOOL PRINCIPALS’ ATTITUDES REGARDING THE CLASSROOM PARTICIPATION OF STUDENTS WITH AUTISM WHO EXHIBIT CHALLENGING BEHAVIOR.” 2018. Web. 22 Nov 2019.

Vancouver:

Traylor TG. PUBLIC SCHOOL PRINCIPALS’ ATTITUDES REGARDING THE CLASSROOM PARTICIPATION OF STUDENTS WITH AUTISM WHO EXHIBIT CHALLENGING BEHAVIOR. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Nov 22]. Available from: https://scholarscompass.vcu.edu/etd/5350.

Council of Science Editors:

Traylor TG. PUBLIC SCHOOL PRINCIPALS’ ATTITUDES REGARDING THE CLASSROOM PARTICIPATION OF STUDENTS WITH AUTISM WHO EXHIBIT CHALLENGING BEHAVIOR. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5350


Virginia Commonwealth University

2. Budny, Kristy F. A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL.

Degree: PhD, Education, 2019, Virginia Commonwealth University

Public schools have increasingly transformed throughout the years, and the growth in suburban areas has brought many diversified schools that sometimes mirror schools in an urban setting (Kneebone and Berube,2013). Building principals, particularly those in charge of Title I schools, face numerous challenges each day within their buildings (Kahlenberg, 2001). Not only have the demands of high-stakes testing increased over the years, other external factors also present challenges within the school setting. While the school stakeholders play an integral role in how the school is shaped, the building principal’s behaviors ultimately serve as the overarching guide in shaping how the school is run (Stone-Johnson, 2013). Existing research is abundant in identifying leadership variables that can potentially influence student achievement, from leadership behaviors (Daresh & Lynch, 2010) to school culture (Deal & Peterson, 2009); from teachers’ feelings of self-efficacy (Collie, Shapka, & Perry, 2012) to teacher effectiveness (Meyers & Pianta, 2008); from teacher-student relationships (Hamre & Pianta, 2006) to student attitudes (Hopson & Lee, 2011). However, there is a dearth of research that examines the possible relationships between several interacting components; especially, in terms of stakeholders’ perceptions. This case study aims to begin filling this gap. What is also unique about this study, aside from the setting in a specific Title I suburban school, is its use of appreciative inquiry that aims to tease out the most positive attributions, rather than focusing on the negative. Advisors/Committee Members: Dr. Genevieve Siegel-Hawley, Dr. Whitney Newcomb, Dr. Barbara Driver, Dr. Adai Tefera.

Subjects/Keywords: principal; leadership; transformational; climate; classroom; achievement; Educational Leadership

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

APA (6th Edition):

Budny, K. F. (2019). A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5733

Chicago Manual of Style (16th Edition):

Budny, Kristy F. “A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 22, 2019. https://scholarscompass.vcu.edu/etd/5733.

MLA Handbook (7th Edition):

Budny, Kristy F. “A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL.” 2019. Web. 22 Nov 2019.

Vancouver:

Budny KF. A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2019 Nov 22]. Available from: https://scholarscompass.vcu.edu/etd/5733.

Council of Science Editors:

Budny KF. A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://scholarscompass.vcu.edu/etd/5733


Virginia Commonwealth University

3. Tucker-Lloyd, Julia E. Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership.

Degree: PhD, Education, 2019, Virginia Commonwealth University

The top leader of an organization influences the organizational culture, and the organizational culture influences the leader. Strategic thinking on the part of the leader is a result of organizational culture and/or will impact organizational culture. This qualitative study is a comparative multiple-case study that examines the relationship between leaders and organizational culture and what the leader’s strategic decision-making and organizational changes indicate about the relationship between leadership and organizational culture. The organizational context of private schools is used to better understand the dynamics between leadership and organizational culture. This study uses an interview protocol with CEOs of private schools, a macroculture in the United States, to solicit the leaders’ perspectives on their school’s organizational culture and their perspectives on the specific strategic decisions made by those leaders in the context of that organizational culture. This study focuses on six different schools in Virginia, all approved through accrediting procedures by the Virginia Council for Private Education  – a shared organizational context. Individual focal points for data collection and analysis include individual school websites, published school documents, and required accreditation documents as well as structured interviews with the CEOs of each school. This study examines the cycle of influence that the leader has on the organization through strategic thinking and the influence that the organizational culture has on the leader. Three findings expressed how the leader influences the organizational culture. There were also three findings on how the organizational culture influences the leaders. Two additional findings are on what change indicates about the relationship between the leader and the organizational culture. These findings reveal that a focus on relationships in the school, a willingness to target specific growth for the individual school, and goals that were expressed spiritually as well as academically are key to the leaders. The study also found that the school cultures identified strongly and positively with that of being a family, spiritual focus operationally distinguishes the school cultures, and spiritual identity is also expressed as the relationship the school has to church. Two findings were identified relating to strategic decisions and change; these findings were that evidence of change should be visible and explicit within the organization and organizational change relates directly to focus for growth from the leader. These findings from this study support the conclusions that 1) Christian school leaders have a direct influence on the values and direction of the school’s organizational culture; 2) the Christian school’s organizational identity has a direct influence on the focus of the leader, and 3) changes targeted in Christian schools reflect the focus of the leader on growth. Findings from this research suggest that organizational culture is… Advisors/Committee Members: Dr. Robin Hurst, Dr. James McMillan, Dr. Chris Reina, Dr. Barbara Driver.

Subjects/Keywords: Organizational Culture; Leadership; Private Schools; Christian Schools; Strategic Decisions; Organizational Change; Organizational Behavior and Theory

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

APA (6th Edition):

Tucker-Lloyd, J. E. (2019). Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5811

Chicago Manual of Style (16th Edition):

Tucker-Lloyd, Julia E. “Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 22, 2019. https://scholarscompass.vcu.edu/etd/5811.

MLA Handbook (7th Edition):

Tucker-Lloyd, Julia E. “Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership.” 2019. Web. 22 Nov 2019.

Vancouver:

Tucker-Lloyd JE. Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2019 Nov 22]. Available from: https://scholarscompass.vcu.edu/etd/5811.

Council of Science Editors:

Tucker-Lloyd JE. Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://scholarscompass.vcu.edu/etd/5811

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