subject:(Education Leadership)

1. Gruwell, Garrett M. How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?.

Degree: 2015, Grand Canyon University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3689554

► The purpose of this interpretive, qualitative study was to explore how the implementation of response to intervention (RTI) changed teacher perceptions regarding instructional and… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Gruwell, G. M. (2015). How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3689554

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gruwell, Garrett M. “How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?.” 2015. Thesis, Grand Canyon University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3689554.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gruwell, Garrett M. “How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?.” 2015. Web. 10 Apr 2021.

Vancouver:

Gruwell GM. How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?. [Internet] [Thesis]. Grand Canyon University; 2015. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3689554.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gruwell GM. How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?. [Thesis]. Grand Canyon University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3689554

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Lloyd, Matthew J. Comparing leadership traits of outdoor adventure education instructors and guides.

Degree: 2010, Prescott College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1482682

► The following research surveys senior-level staff from two prominent outdoor adventure education (OAE) institutions – the National Outdoor Leadership School (NOLS) and Exum Mountain… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Lloyd, M. J. (2010). Comparing leadership traits of outdoor adventure education instructors and guides. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1482682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lloyd, Matthew J. “Comparing leadership traits of outdoor adventure education instructors and guides.” 2010. Thesis, Prescott College. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1482682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lloyd, Matthew J. “Comparing leadership traits of outdoor adventure education instructors and guides.” 2010. Web. 10 Apr 2021.

Vancouver:

Lloyd MJ. Comparing leadership traits of outdoor adventure education instructors and guides. [Internet] [Thesis]. Prescott College; 2010. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1482682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lloyd MJ. Comparing leadership traits of outdoor adventure education instructors and guides. [Thesis]. Prescott College; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1482682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. McNeal, Yvonne Elizabeth. Teachers' lived experiences during a major school reform process| A phenomenological study.

Degree: 2011, University of Phoenix

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3455555

► The purpose of this qualitative phenomenological study was to explore the lived experiences of 20 Catholic high school teachers in the Archdiocese of Los… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

McNeal, Y. E. (2011). Teachers' lived experiences during a major school reform process| A phenomenological study. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3455555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McNeal, Yvonne Elizabeth. “Teachers' lived experiences during a major school reform process| A phenomenological study.” 2011. Thesis, University of Phoenix. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3455555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McNeal, Yvonne Elizabeth. “Teachers' lived experiences during a major school reform process| A phenomenological study.” 2011. Web. 10 Apr 2021.

Vancouver:

McNeal YE. Teachers' lived experiences during a major school reform process| A phenomenological study. [Internet] [Thesis]. University of Phoenix; 2011. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3455555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McNeal YE. Teachers' lived experiences during a major school reform process| A phenomenological study. [Thesis]. University of Phoenix; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3455555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Burgess, Edward F., IX. An Analysis of Distributed Leadership Implementation in Schools.

Degree: 2011, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3487196

► Many policymakers have sought greater levels of success in schools by implementing new and more distributive models of leadership. The problem is that many… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Burgess, Edward F., I. (2011). An Analysis of Distributed Leadership Implementation in Schools. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3487196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Burgess, Edward F., IX. “An Analysis of Distributed Leadership Implementation in Schools.” 2011. Thesis, Walden University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3487196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Burgess, Edward F., IX. “An Analysis of Distributed Leadership Implementation in Schools.” 2011. Web. 10 Apr 2021.

Vancouver:

Burgess, Edward F. I. An Analysis of Distributed Leadership Implementation in Schools. [Internet] [Thesis]. Walden University; 2011. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burgess, Edward F. I. An Analysis of Distributed Leadership Implementation in Schools. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

5. Owings, Bradley S. The impact of conation on team effectiveness.

Degree: 2012, University of Missouri – Columbia

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3488935

► The purpose of this study was to examine the effect individual conation has on team effectiveness. A historical perspective was established detailing the transition… (more)

▼ The purpose of this study was to examine the effect individual conation has on team effectiveness. A historical perspective was established detailing the transition from the factory model of teaching in isolation to the present day accountability movement and the establishment of the No Child Left Behind Act as well as the widespread implementation of Professional Learning Communities. Particular attention was paid to the collaborative culture of Professional Learning Communities and the use of teams in meeting objectives. In this study, the Kolbe A index was administered to participants in order to measure conation. The Kolbe A index is comprised of questions formulated to determine an individual’s instinctive initiating action mode. An individual may initiate in four possible action modes: Fact Finder, Follow Through, Quick Start, and Implementor. Participants were then placed into either balanced or unbalanced teams. Balanced teams consisted of members with three or more of the action modes and unbalanced consisted of two or less. Participants completed team building activities centered around efficiency, task completion, and level of performance in order to determine team effectiveness. The results of these team activities were compared to the conative makeup of the team in order to determine if a balanced team is more effective than an unbalanced team. Six conatively balanced teams and seven conatively unbalanced teams completed the activities. The quantitative findings for conatively balanced teams did not differ significantly from conatively unbalanced teams. Research question one did not show a significant advantage for conatively balanced teams in terms of task efficiency. Research question two did not show a significant advantage for conatively balanced teams in terms of successful completion of a task. Research question three did not show a significant advantage for conatively balanced teams in terms of level of performance. The qualitative findings of research question four did suggest that team member perception was impacted by placement on a conatively balanced team. Conatively balanced team members reported through questionnaires that they experienced positive communication, complimentary skills, and positive group interactions more often than conatively unbalanced team members. This is an observation that warrants further investigation.

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Owings, B. S. (2012). The impact of conation on team effectiveness. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Owings, Bradley S. “The impact of conation on team effectiveness.” 2012. Thesis, University of Missouri – Columbia. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3488935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Owings, Bradley S. “The impact of conation on team effectiveness.” 2012. Web. 10 Apr 2021.

Vancouver:

Owings BS. The impact of conation on team effectiveness. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Owings BS. The impact of conation on team effectiveness. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

6. Moretto, Laila. Exploring the Nature of the Relationship Between Decision-Driven Scenarios and Decision Confidence in High-Velocity Environments.

Degree: 2012, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3502330

► Leaders are nearly always involved in decision making (Heller, 1992) and, according to Eisenhardt (1989), decision makers in high-velocity environments seek multiple alternatives and… (more)

▼ Leaders are nearly always involved in decision making (Heller, 1992) and, according to Eisenhardt (1989), decision makers in high-velocity environments seek multiple alternatives and as such have confidence in what they have considered. Weaving leaders as decision makers with Eisenhardt's findings, this study focused on scenario planning as the decision making approach. Chermack's scenario planning theory provided the foundational theoretical anchoring for this qualitative study. Hour-long semistructured interviews were used to collect data from 14 leaders who used scenarios to make decisions in high-velocity environments. The research methodology used was Merriam's (2009) "basic qualitative" methodology, also referred to as an interpretive research type. The unit of analysis of this study was the individual. Data were analyzed following Creswell's (2009) six-step data analysis method. Six themes were identified from the interviews: (1) Context and objectives are critical to any decision considerations; (2) preparation and experience play a role in decision confidence when using decision-driven scenarios; (3) people are at the heart of any decision; (4) decisions in any given scenario depend on the criticality of the situation; (5) innate traits for betterment and goodness can be evident even in decision-driven scenarios; and (6) decision-driven scenarios provide comfort and confidence in the decisions. Thus, the study found that several factors influence leaders' perceived decision confidence when using decision scenarios in high-velocity environments, and the three primary ones based on frequency of codes appear to be context and objectives, preparedness, and people. Further research may consider extending Chermack's scenario planning theory to the individual level and quantitatively testing the significance of each factor that emerged from this study. This study suggests employing the factors that emerged from this study in the workplace, especially in leadership development.

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Moretto, L. (2012). Exploring the Nature of the Relationship Between Decision-Driven Scenarios and Decision Confidence in High-Velocity Environments. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3502330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Moretto, Laila. “Exploring the Nature of the Relationship Between Decision-Driven Scenarios and Decision Confidence in High-Velocity Environments.” 2012. Thesis, The George Washington University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3502330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Moretto, Laila. “Exploring the Nature of the Relationship Between Decision-Driven Scenarios and Decision Confidence in High-Velocity Environments.” 2012. Web. 10 Apr 2021.

Vancouver:

Moretto L. Exploring the Nature of the Relationship Between Decision-Driven Scenarios and Decision Confidence in High-Velocity Environments. [Internet] [Thesis]. The George Washington University; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moretto L. Exploring the Nature of the Relationship Between Decision-Driven Scenarios and Decision Confidence in High-Velocity Environments. [Thesis]. The George Washington University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Wooleyhand, Christopher D. An Analysis of the Relationship Between the Self-Reported Shared Leadership Practices of Maryland Elementary School Principals and African-American Student Performance on the Maryland School Assessment.

Degree: 2012, Notre Dame of Maryland University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3503438

► This study examined the relationship between the self-reported shared leadership practices of Maryland elementary principals and the academic achievement of their African American students,… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Wooleyhand, C. D. (2012). An Analysis of the Relationship Between the Self-Reported Shared Leadership Practices of Maryland Elementary School Principals and African-American Student Performance on the Maryland School Assessment. (Thesis). Notre Dame of Maryland University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3503438

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wooleyhand, Christopher D. “An Analysis of the Relationship Between the Self-Reported Shared Leadership Practices of Maryland Elementary School Principals and African-American Student Performance on the Maryland School Assessment.” 2012. Thesis, Notre Dame of Maryland University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3503438.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wooleyhand, Christopher D. “An Analysis of the Relationship Between the Self-Reported Shared Leadership Practices of Maryland Elementary School Principals and African-American Student Performance on the Maryland School Assessment.” 2012. Web. 10 Apr 2021.

Vancouver:

Wooleyhand CD. An Analysis of the Relationship Between the Self-Reported Shared Leadership Practices of Maryland Elementary School Principals and African-American Student Performance on the Maryland School Assessment. [Internet] [Thesis]. Notre Dame of Maryland University; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3503438.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wooleyhand CD. An Analysis of the Relationship Between the Self-Reported Shared Leadership Practices of Maryland Elementary School Principals and African-American Student Performance on the Maryland School Assessment. [Thesis]. Notre Dame of Maryland University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3503438

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

8. Slade, Shiree Wharton. The complexity of leading in the 21st century| A case study of a successful charter school in an urban school district.

Degree: 2010, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3389614

► This case study explains the role of leadership and its relationship to student performance in a successful urban public charter school. Leadership is revealed… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Slade, S. W. (2010). The complexity of leading in the 21st century| A case study of a successful charter school in an urban school district. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3389614

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Slade, Shiree Wharton. “The complexity of leading in the 21st century| A case study of a successful charter school in an urban school district.” 2010. Thesis, The George Washington University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3389614.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Slade, Shiree Wharton. “The complexity of leading in the 21st century| A case study of a successful charter school in an urban school district.” 2010. Web. 10 Apr 2021.

Vancouver:

Slade SW. The complexity of leading in the 21st century| A case study of a successful charter school in an urban school district. [Internet] [Thesis]. The George Washington University; 2010. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3389614.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Slade SW. The complexity of leading in the 21st century| A case study of a successful charter school in an urban school district. [Thesis]. The George Washington University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3389614

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Connecticut

9. Marqua, Charles E. Teachers' professional learning| The role of support, informal learning, and collaboration.

Degree: 2010, University of Connecticut

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3411482

► This study addressed the problem of devising learning programs for teachers that effectively increased teachers' professional learning. This descriptive study (a) used qualitative methods,… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Marqua, C. E. (2010). Teachers' professional learning| The role of support, informal learning, and collaboration. (Thesis). University of Connecticut. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3411482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marqua, Charles E. “Teachers' professional learning| The role of support, informal learning, and collaboration.” 2010. Thesis, University of Connecticut. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3411482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marqua, Charles E. “Teachers' professional learning| The role of support, informal learning, and collaboration.” 2010. Web. 10 Apr 2021.

Vancouver:

Marqua CE. Teachers' professional learning| The role of support, informal learning, and collaboration. [Internet] [Thesis]. University of Connecticut; 2010. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3411482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marqua CE. Teachers' professional learning| The role of support, informal learning, and collaboration. [Thesis]. University of Connecticut; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3411482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Coleman, Jason M. Classroom management| Whose responsibility is it?.

Degree: 2012, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3530670

► The purpose of this qualitative dissertation was to explore the lived experiences of classroom teachers and how they experience classroom behavior. The main research… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Coleman, J. M. (2012). Classroom management| Whose responsibility is it?. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3530670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Coleman, Jason M. “Classroom management| Whose responsibility is it?.” 2012. Thesis, California State University, Long Beach. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3530670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Coleman, Jason M. “Classroom management| Whose responsibility is it?.” 2012. Web. 10 Apr 2021.

Vancouver:

Coleman JM. Classroom management| Whose responsibility is it?. [Internet] [Thesis]. California State University, Long Beach; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3530670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coleman JM. Classroom management| Whose responsibility is it?. [Thesis]. California State University, Long Beach; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3530670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Khalil, Dalia. Defining a Youth Leadership Pipeline for Egypt| A Delphi study.

Degree: 2012, University of Phoenix

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3531632

► Lack of adequate opportunities for young adults to develop and practice leadership in Egypt and an absence of information and understanding about the youth… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Khalil, D. (2012). Defining a Youth Leadership Pipeline for Egypt| A Delphi study. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3531632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Khalil, Dalia. “Defining a Youth Leadership Pipeline for Egypt| A Delphi study.” 2012. Thesis, University of Phoenix. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3531632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Khalil, Dalia. “Defining a Youth Leadership Pipeline for Egypt| A Delphi study.” 2012. Web. 10 Apr 2021.

Vancouver:

Khalil D. Defining a Youth Leadership Pipeline for Egypt| A Delphi study. [Internet] [Thesis]. University of Phoenix; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3531632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Khalil D. Defining a Youth Leadership Pipeline for Egypt| A Delphi study. [Thesis]. University of Phoenix; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3531632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

12. Woods, E.Hayet Jardak. A case study of the perceptions of stakeholders regarding transformational leadership processes and structures implemented in a high poverty, high achieving school.

Degree: 2013, University of Missouri – Columbia

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3533987

► Boyd-Zaharias and Pate-Bain (2008) postulated that low achievement and high dropout rates among poor students continue to “plague” (p. 40) public schools in the… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Woods, E. H. J. (2013). A case study of the perceptions of stakeholders regarding transformational leadership processes and structures implemented in a high poverty, high achieving school. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3533987

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Woods, E Hayet Jardak. “A case study of the perceptions of stakeholders regarding transformational leadership processes and structures implemented in a high poverty, high achieving school.” 2013. Thesis, University of Missouri – Columbia. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3533987.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Woods, E Hayet Jardak. “A case study of the perceptions of stakeholders regarding transformational leadership processes and structures implemented in a high poverty, high achieving school.” 2013. Web. 10 Apr 2021.

Vancouver:

Woods EHJ. A case study of the perceptions of stakeholders regarding transformational leadership processes and structures implemented in a high poverty, high achieving school. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3533987.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Woods EHJ. A case study of the perceptions of stakeholders regarding transformational leadership processes and structures implemented in a high poverty, high achieving school. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3533987

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Washington State University

13. Carey, Shaun Vecente'. Teachers leading in formal roles| Positions, responsibilities and training.

Degree: 2012, Washington State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3541200

► Scholars of educational leadership have long argued that in order for building and district leaders to meet the challenge of improving schools, the leadership… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Carey, S. V. (2012). Teachers leading in formal roles| Positions, responsibilities and training. (Thesis). Washington State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3541200

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Carey, Shaun Vecente'. “Teachers leading in formal roles| Positions, responsibilities and training.” 2012. Thesis, Washington State University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3541200.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Carey, Shaun Vecente'. “Teachers leading in formal roles| Positions, responsibilities and training.” 2012. Web. 10 Apr 2021.

Vancouver:

Carey SV. Teachers leading in formal roles| Positions, responsibilities and training. [Internet] [Thesis]. Washington State University; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3541200.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carey SV. Teachers leading in formal roles| Positions, responsibilities and training. [Thesis]. Washington State University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3541200

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Nusom, Angela. Alienation to activism| Liberatory lessons of transformation from alternative education youth.

Degree: 2013, Lewis and Clark College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3547575

► Although often not recognized, young people and educators have a rich history of being at the forefront of social change movements. During the civil… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Nusom, A. (2013). Alienation to activism| Liberatory lessons of transformation from alternative education youth. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3547575

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nusom, Angela. “Alienation to activism| Liberatory lessons of transformation from alternative education youth.” 2013. Thesis, Lewis and Clark College. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3547575.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nusom, Angela. “Alienation to activism| Liberatory lessons of transformation from alternative education youth.” 2013. Web. 10 Apr 2021.

Vancouver:

Nusom A. Alienation to activism| Liberatory lessons of transformation from alternative education youth. [Internet] [Thesis]. Lewis and Clark College; 2013. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3547575.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nusom A. Alienation to activism| Liberatory lessons of transformation from alternative education youth. [Thesis]. Lewis and Clark College; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3547575

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Carolina

15. White, Delaney Batson. An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice.

Degree: 2013, University of South Carolina

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3548900

► This study examined the level of school law knowledge held by principals in selected school districts in the state of South Carolina. Specifically, it… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

White, D. B. (2013). An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice. (Thesis). University of South Carolina. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3548900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

White, Delaney Batson. “An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice.” 2013. Thesis, University of South Carolina. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3548900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

White, Delaney Batson. “An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice.” 2013. Web. 10 Apr 2021.

Vancouver:

White DB. An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice. [Internet] [Thesis]. University of South Carolina; 2013. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3548900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

White DB. An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice. [Thesis]. University of South Carolina; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3548900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Gotschall, Lisa. Creating healthy work environments to welcome the new generation of registered nurses| What the millennials tell us.

Degree: 2010, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3426515

► Few research studies have considered the demographics and age cohort characteristics of Millennials in relation to work environment stress levels. This study used explanatory… (more)

▼ Few research studies have considered the demographics and age cohort characteristics of Millennials in relation to work environment stress levels. This study used explanatory correlation design and examined how and to what extent the dimensions of the psychosocial work environment influence the psychological health and job satisfaction of Millennials registered nurses at the start of their nursing careers. Millennials are the newest members of the nurse workforce and will be the future transformers of the nursing profession. The job demand–control–support job strain theoretical model was utilized in this study to examine the relationships between job demands, job control, psychological health and job satisfaction in a sample of Millennial nurses at the start of their professional careers. This study utilized the Job Content Questionnaire to collect data to examine the interplay of the independent variables job strain, job control/decisional latitude, and work related social support and the dependent variables of job dissatisfaction and depression. Documenting the stress levels and their effects on the health and job satisfaction of Millennial nurses is the first step toward the development of strategies to improve the work environments and health of registered nurses. Pearson correlations were used to analyze the variable relationships among job strain, job control/decision latitude, work related social support, job dissatisfaction and depression/life dissatisfaction for a sample of Millennial registered nurses. This research study found that Millennial registered nurses reported high levels of job strain, physical and psychosomatic symptoms, job dissatisfaction and depression within the first years of professional practice. Millennial male registered nurses reported greater levels of job dissatisfaction and perceived less social support and job control than their female counterparts. Based on the comparison of the national aggregated occupational data to the Millennial data, Millennial registered nurses are less satisfied with their jobs and have higher depression scores than the average nurse.

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Gotschall, L. (2010). Creating healthy work environments to welcome the new generation of registered nurses| What the millennials tell us. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3426515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gotschall, Lisa. “Creating healthy work environments to welcome the new generation of registered nurses| What the millennials tell us.” 2010. Thesis, Capella University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3426515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gotschall, Lisa. “Creating healthy work environments to welcome the new generation of registered nurses| What the millennials tell us.” 2010. Web. 10 Apr 2021.

Vancouver:

Gotschall L. Creating healthy work environments to welcome the new generation of registered nurses| What the millennials tell us. [Internet] [Thesis]. Capella University; 2010. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3426515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gotschall L. Creating healthy work environments to welcome the new generation of registered nurses| What the millennials tell us. [Thesis]. Capella University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3426515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The University of Alabama

17. Gray, Julie A. Professional learning communities and the role of enabling school structures and trust.

Degree: 2011, The University of Alabama

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3478583

► Over the last two decades many school districts have developed professional learning communities (PLCs) as a means of unifying teachers within school organizations toward… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Gray, J. A. (2011). Professional learning communities and the role of enabling school structures and trust. (Thesis). The University of Alabama. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3478583

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gray, Julie A. “Professional learning communities and the role of enabling school structures and trust.” 2011. Thesis, The University of Alabama. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3478583.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gray, Julie A. “Professional learning communities and the role of enabling school structures and trust.” 2011. Web. 10 Apr 2021.

Vancouver:

Gray JA. Professional learning communities and the role of enabling school structures and trust. [Internet] [Thesis]. The University of Alabama; 2011. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478583.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gray JA. Professional learning communities and the role of enabling school structures and trust. [Thesis]. The University of Alabama; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478583

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Sturge, Mary Apetz. The right kind of different| One urban school's journey.

Degree: 2012, Wingate University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3508487

► The purpose of this capstone project is to tell the story of one school in the turn-around process. During a focused three year process… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Sturge, M. A. (2012). The right kind of different| One urban school's journey. (Thesis). Wingate University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3508487

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sturge, Mary Apetz. “The right kind of different| One urban school's journey.” 2012. Thesis, Wingate University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3508487.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sturge, Mary Apetz. “The right kind of different| One urban school's journey.” 2012. Web. 10 Apr 2021.

Vancouver:

Sturge MA. The right kind of different| One urban school's journey. [Internet] [Thesis]. Wingate University; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3508487.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sturge MA. The right kind of different| One urban school's journey. [Thesis]. Wingate University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3508487

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Bonduris, Jessica. Who's leading now| A case study of teacher leadership.

Degree: 2012, Mills College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3509123

► The purpose of this qualitative case study was to closely examine the teacher leadership phenomenon of one particular school site. Because the level of… (more)

▼ The purpose of this qualitative case study was to closely examine the teacher leadership phenomenon of one particular school site. Because the level of teacher leadership evident at the site was so high, four teachers and the principal were interviewed in an effort to find out how the site managed to acquire such high levels of teacher leadership and what structures existed in the school to support and maintain such leadership. Participants were asked questions regarding collaboration, administrative leadership, and roles of teachers in formal and informal leadership positions. Interview responses were transcribed and organized into four distinct categories: Collaboration, Administrative Support, Teacher Leaders, and Community. Research about teacher leadership began developing in public education in the late 1980s, focusing on distributed leadership. It is apparent that the traditional, top-down method of school structuring with principals making all decisions has not led to school improvement. Schools and districts are being watched closely by the state and federal governments in an effort to fix the problems in education. Teacher leadership has proved to be effective in assisting school in achieving academic and positive climate goals. This study found that teachers collaborated in both structured and unstructured ways; furthermore, it underscored the importance of administrative support from the principal and other organizational structures. The results from this study provide implications for principals who want to improve schools through promoting teacher leadership. The information found will be useful for other schools in creating structures that support and promote teacher leadership, thus creating a more positive climate and efficiently run school site. Additionally, guiding questions for principals to reflect upon are offered along with personal suggestions of implementation from my first year as a school principal. Based on the findings of this study, I believe teacher leadership is a concept that can be implemented into any school, changing its climate, systems, and community in order to assist with the growth of a school community and its students. When teacher leadership is valued in a school, teachers feel more empowered and take the growing responsibilities of the school on as his or her personal responsibilities. Thus, all stakeholders feel more valued and work harder, resulting in more efficient and effective schools. Collaboration among teachers, in both structured and unstructured forms warrants further study because collaboration among teachers is the focal point in achieving high levels of teacher leadership at a school site. As principal, one needs to take careful consideration in providing collaboration time and facilitating unstructured collaboration among teachers whenever possible. By exploring how collaboration has been carried out at Mark Twain Middle School, I describe how a principal of any school can promote greater collaboration.

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Bonduris, J. (2012). Who's leading now| A case study of teacher leadership. (Thesis). Mills College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3509123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bonduris, Jessica. “Who's leading now| A case study of teacher leadership.” 2012. Thesis, Mills College. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3509123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bonduris, Jessica. “Who's leading now| A case study of teacher leadership.” 2012. Web. 10 Apr 2021.

Vancouver:

Bonduris J. Who's leading now| A case study of teacher leadership. [Internet] [Thesis]. Mills College; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3509123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bonduris J. Who's leading now| A case study of teacher leadership. [Thesis]. Mills College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3509123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Fox, Tammy. Teachers' Personal and Professional Boundaries.

Degree: 2012, Mills College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3509570

► This study investigates the way in which teachers assess, implement, and adjust their boundaries as they negotiate between their personal and professional lives. The… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Fox, T. (2012). Teachers' Personal and Professional Boundaries. (Thesis). Mills College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3509570

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fox, Tammy. “Teachers' Personal and Professional Boundaries.” 2012. Thesis, Mills College. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3509570.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fox, Tammy. “Teachers' Personal and Professional Boundaries.” 2012. Web. 10 Apr 2021.

Vancouver:

Fox T. Teachers' Personal and Professional Boundaries. [Internet] [Thesis]. Mills College; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3509570.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fox T. Teachers' Personal and Professional Boundaries. [Thesis]. Mills College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3509570

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Clayton-Clark, Candi. Academic performance strategies implemented by successful California superintendents in low-performing school districts.

Degree: 2012, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3518847

► Throughout U.S. history, numerous policies have shaped our government and the lives of individuals, both nationally and internationally. For three decades, there has been… (more)

▼ Throughout U.S. history, numerous policies have shaped our government and the lives of individuals, both nationally and internationally. For three decades, there has been much debate over academic achievement in U.S. public primary and secondary schools as well as in colleges and universities. Demand for funding has been placed on the federal government as "cash-strapped" states continue to reduce financial apportionments to school districts, community colleges, and other institutions of higher learning. However, with more funding came more accountability. The 2001 No Child Left Behind Act reauthorized the Elementary and Secondary Education Act to include accountability measures, identification of schools that fail to narrow the racial achievement gap, and testing in each state of all students in grades 3-8. Reform efforts have been underway in American public schools for over 50 years (Lunenburg, 2011). Now with No Child Left Behind at the forefront of school accountability, superintendents are being pushed to hold teachers accountable for student academic achievement. Although superintendents are important to a school's performance, there is limited research on how their leadership affects student academic achievement. Considering the magnitude of school reform, the research that is available suggests that superintendents, indirectly and directly, affect instructional quality and student outcomes. In cases of high-performing districts, Lunenburg's research noted that superintendents have been found to have a comprehensive understanding of organizational purpose, a greater willingness to keep decisions tightly controlled, and the ability to shift human and financial resources into alignment with a school district's mission, vision, and goals (Lunenburg, 2011). Research also has shown that components of superintendent leadership requires the use of non-instructional strategies such as networks of policies, procedures, programs, tasks, and traditions to affect student academic achievement. As this research will focus on superintendent leadership and its impact on student academic achievement, we will explore what determines good superintendent leadership, in terms of knowledge and understanding. Although this area of research has been expanding, it still merits further research. The purpose of this phenomenological study was to understand the lived experiences of superintendents as a means to document resource allocation methods, leadership challenges, and leadership styles that have a positive impact on student academic achievement. This study searched to understand effective superintendent leadership as it relates to exceptional school practices.

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Clayton-Clark, C. (2012). Academic performance strategies implemented by successful California superintendents in low-performing school districts. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3518847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clayton-Clark, Candi. “Academic performance strategies implemented by successful California superintendents in low-performing school districts.” 2012. Thesis, Pepperdine University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3518847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clayton-Clark, Candi. “Academic performance strategies implemented by successful California superintendents in low-performing school districts.” 2012. Web. 10 Apr 2021.

Vancouver:

Clayton-Clark C. Academic performance strategies implemented by successful California superintendents in low-performing school districts. [Internet] [Thesis]. Pepperdine University; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3518847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clayton-Clark C. Academic performance strategies implemented by successful California superintendents in low-performing school districts. [Thesis]. Pepperdine University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3518847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Hawpe, Justin Caine. Secondary Teachers' Attitudes Toward and Willingness to Provide Accommodations and Modifications for Students with Disabilities.

Degree: 2013, Baker University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3538967

► The setting of this research study was the Wichita Public Schools, an urban school district of approximately 50,000 students located in Wichita, Kansas. The… (more)

▼ The setting of this research study was the Wichita Public Schools, an urban school district of approximately 50,000 students located in Wichita, Kansas. The sample for this research study included over 500 secondary school teachers that were employed by the school district during the 2011-2012 school year. The purpose of this research study was fivefold. The first purpose was to determine the extent of secondary teachers’ willingness to provide accommodations and modifications for students with disabilities. The second purpose was to determine the extent that a secondary teachers’ willingness to provide accommodations and modifications for students with disabilities was affected by the gender of the teacher (male or female), school level taught (middle school or high school), teaching assignment (general education or special education), personal disability (yes or no), and family member with a disability (yes or no). The third purpose was to determine secondary teachers’ attitudes toward persons with disabilities. The fourth purpose was to determine the extent that secondary teachers’ attitudes toward persons with disabilities were affected by the gender of the teacher (male or female), school level taught (middle school or high school), teaching assignment (general education or special education), personal disability (yes or no), and family member with a disability (yes or no). The last purpose was to determine the extent of the relationship between secondary teachers’ attitudes toward persons with disabilities and secondary teachers’ willingness to provide accommodations and modifications for students with disabilities. This research study was conducted using survey research and data was collected electronically through Survey Monkey, an online survey tool. A quantitative cross-sectional descriptive survey and a correlation research design were chosen for use in this research study. The findings of the research study were varied. Secondary teachers were willing to provide accommodations, but were unwilling to provide some modifications. The findings regarding the extent of secondary teachers’ willingness to provide accommodations and modifications affected by the independent variables studied were mixed. The willingness of secondary teachers to provide some accommodations and modifications was affected by the variables of the gender of the teacher (male or female), school level taught (middle school or high school), teaching assignment (general education or special education), and personal disability (yes or no). The attitudes of secondary teachers toward persons with disabilities were determined to be positive. Secondary teachers’ attitudes toward persons with disabilities were not affected by the gender of the teacher (male or female), school level taught (middle school or high school), teaching assignment (general education or special education), personal disability (yes or no), or family member with a disability (yes or no). The findings regarding the…

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Hawpe, J. C. (2013). Secondary Teachers' Attitudes Toward and Willingness to Provide Accommodations and Modifications for Students with Disabilities. (Thesis). Baker University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3538967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hawpe, Justin Caine. “Secondary Teachers' Attitudes Toward and Willingness to Provide Accommodations and Modifications for Students with Disabilities.” 2013. Thesis, Baker University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3538967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hawpe, Justin Caine. “Secondary Teachers' Attitudes Toward and Willingness to Provide Accommodations and Modifications for Students with Disabilities.” 2013. Web. 10 Apr 2021.

Vancouver:

Hawpe JC. Secondary Teachers' Attitudes Toward and Willingness to Provide Accommodations and Modifications for Students with Disabilities. [Internet] [Thesis]. Baker University; 2013. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3538967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hawpe JC. Secondary Teachers' Attitudes Toward and Willingness to Provide Accommodations and Modifications for Students with Disabilities. [Thesis]. Baker University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3538967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Washington State University

23. Coogan, Nancy Elizabeth. Resiliency| An action research study with two high school principals.

Degree: 2013, Washington State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3554538

► The purpose of this action research study was to explore and identify how reliability and resilience are evident in the daily lives of principals… (more)

Subjects/Keywords: Education; Leadership

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APA (6^th Edition):

Coogan, N. E. (2013). Resiliency| An action research study with two high school principals. (Thesis). Washington State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3554538

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Coogan, Nancy Elizabeth. “Resiliency| An action research study with two high school principals.” 2013. Thesis, Washington State University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3554538.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Coogan, Nancy Elizabeth. “Resiliency| An action research study with two high school principals.” 2013. Web. 10 Apr 2021.

Vancouver:

Coogan NE. Resiliency| An action research study with two high school principals. [Internet] [Thesis]. Washington State University; 2013. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3554538.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coogan NE. Resiliency| An action research study with two high school principals. [Thesis]. Washington State University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3554538

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Gudalewicz, Wendy. The development of successful principals as leaders.

Degree: 2013, Saint Mary's College of California

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3555158

► This narrative inquiry study explores whether and to what extent common themes exist in the development of successful principals. The qualities, beliefs, characteristics, and… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Gudalewicz, W. (2013). The development of successful principals as leaders. (Thesis). Saint Mary's College of California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3555158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gudalewicz, Wendy. “The development of successful principals as leaders.” 2013. Thesis, Saint Mary's College of California. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3555158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gudalewicz, Wendy. “The development of successful principals as leaders.” 2013. Web. 10 Apr 2021.

Vancouver:

Gudalewicz W. The development of successful principals as leaders. [Internet] [Thesis]. Saint Mary's College of California; 2013. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3555158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gudalewicz W. The development of successful principals as leaders. [Thesis]. Saint Mary's College of California; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3555158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

25. Sybrant, Daniel Blaine. How does superintendent longevity create conditions or context that influence student achievement A multiple case study.

Degree: 2012, Montana State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3516514

► This multiple-case study addresses superintendent longevity in relation to student achievement as well as local conditions that influence a superintendent's decisions to stay in… (more)

▼ This multiple-case study addresses superintendent longevity in relation to student achievement as well as local conditions that influence a superintendent's decisions to stay in one school district. The study focuses on two primary questions; how does superintendent longevity provide a context through programs, relationships and culture that supports and enhances student achievement in schools and how do local conditions influence longevity of a superintendent? The purpose of this study is to analyze how superintendents with more than average longevity in one school district have influenced student achievement by providing a context through programs, relationships and culture that supports and enhances student achievement in their school. The other purpose is to determine how local conditions or characteristics of the community influence the longevity of the superintendent. Local reform efforts have focused on improvement of instruction at the teacher level, (Marzano, Pickering & Pollock 2001), at the building principal level (Marzano Waters & McNulty 2005), and improvement at the superintendent level (Waters and Marzano 2006) (Metcalfe 2008)(Myers 2011). It was also discovered that superintendent longevity has a positive correlation to student achievement. School improvement has also been recommended system wide (Togneri & Anderson, 2003) (Senge 2006) (Fullan 2010). While existing research provides evidence that superintendent longevity influences student achievement, little is known as to how superintendent longevity contributes to student achievement. This case study included three Montana school districts that exhibited positive longitudinal student achievement gains over a 6 year period and whose superintendent had been in the district at least 8 years. Data from interviews of the superintendent, school board, principals and teachers, observations and document review was included in this study. Themes for each district were identified along with cross case themes common to all three districts. Four findings were determined that answer the research questions. The findings suggest that hiring, professional development and removing distractions so teachers can focus on teaching were the link between superintendent longevity and student achievement. Local conditions that promoted a superintendent's longevity in a district were a supportive school board and supportive community.

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Sybrant, D. B. (2012). How does superintendent longevity create conditions or context that influence student achievement A multiple case study. (Thesis). Montana State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3516514

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sybrant, Daniel Blaine. “How does superintendent longevity create conditions or context that influence student achievement A multiple case study.” 2012. Thesis, Montana State University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3516514.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sybrant, Daniel Blaine. “How does superintendent longevity create conditions or context that influence student achievement A multiple case study.” 2012. Web. 10 Apr 2021.

Vancouver:

Sybrant DB. How does superintendent longevity create conditions or context that influence student achievement A multiple case study. [Internet] [Thesis]. Montana State University; 2012. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3516514.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sybrant DB. How does superintendent longevity create conditions or context that influence student achievement A multiple case study. [Thesis]. Montana State University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3516514

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

26. Harwood, Peggy A. Determining reliability and validity of the "principal perceptions of induction practices" survey assessing newly hired teacher induction to school culture.

Degree: 2014, University of Missouri – Columbia

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3577950

► The study is based on two designs. The first design is the development of the Principal Induction Practices (PPIP) survey to gain information from… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Harwood, P. A. (2014). Determining reliability and validity of the "principal perceptions of induction practices" survey assessing newly hired teacher induction to school culture. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3577950

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harwood, Peggy A. “Determining reliability and validity of the "principal perceptions of induction practices" survey assessing newly hired teacher induction to school culture.” 2014. Thesis, University of Missouri – Columbia. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3577950.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harwood, Peggy A. “Determining reliability and validity of the "principal perceptions of induction practices" survey assessing newly hired teacher induction to school culture.” 2014. Web. 10 Apr 2021.

Vancouver:

Harwood PA. Determining reliability and validity of the "principal perceptions of induction practices" survey assessing newly hired teacher induction to school culture. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3577950.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harwood PA. Determining reliability and validity of the "principal perceptions of induction practices" survey assessing newly hired teacher induction to school culture. [Thesis]. University of Missouri – Columbia; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3577950

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Morrison-Danner, Dietrich A. Principal leadership strategies| Reforming literacy instruction through data-driven decision-making.

Degree: 2014, Hampton University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3629584

► This qualitative study explored principals' leadership strategies and decision-making in literacy instruction. One-to-one interviews, a focus group, and a review of documents were the… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Morrison-Danner, D. A. (2014). Principal leadership strategies| Reforming literacy instruction through data-driven decision-making. (Thesis). Hampton University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3629584

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Morrison-Danner, Dietrich A. “Principal leadership strategies| Reforming literacy instruction through data-driven decision-making.” 2014. Thesis, Hampton University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3629584.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Morrison-Danner, Dietrich A. “Principal leadership strategies| Reforming literacy instruction through data-driven decision-making.” 2014. Web. 10 Apr 2021.

Vancouver:

Morrison-Danner DA. Principal leadership strategies| Reforming literacy instruction through data-driven decision-making. [Internet] [Thesis]. Hampton University; 2014. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629584.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morrison-Danner DA. Principal leadership strategies| Reforming literacy instruction through data-driven decision-making. [Thesis]. Hampton University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629584

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Henning, John Newell. Top ten effective community college board trustees self-perceived leadership attributes.

Degree: 2014, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3620684

► This qualitative study was designed to discover what community college trustees believe are the most effective leadership attributes. Los Angeles Community College District Board… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Henning, J. N. (2014). Top ten effective community college board trustees self-perceived leadership attributes. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3620684

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Henning, John Newell. “Top ten effective community college board trustees self-perceived leadership attributes.” 2014. Thesis, Pepperdine University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3620684.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Henning, John Newell. “Top ten effective community college board trustees self-perceived leadership attributes.” 2014. Web. 10 Apr 2021.

Vancouver:

Henning JN. Top ten effective community college board trustees self-perceived leadership attributes. [Internet] [Thesis]. Pepperdine University; 2014. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3620684.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Henning JN. Top ten effective community college board trustees self-perceived leadership attributes. [Thesis]. Pepperdine University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3620684

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Rubio, Armando. Student misconduct and isolation from the school environment| A study of student, teacher, and administrator perceptions of school discipline at an urban middle school.

Degree: 2015, California State University, Los Angeles

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3681018

► The study focused on school discipline and climate while exploring differences in perceptions of students, teachers and administrators about school discipline in an urban… (more)

Subjects/Keywords: Education; Leadership

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

APA (6^th Edition):

Rubio, A. (2015). Student misconduct and isolation from the school environment| A study of student, teacher, and administrator perceptions of school discipline at an urban middle school. (Thesis). California State University, Los Angeles. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3681018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rubio, Armando. “Student misconduct and isolation from the school environment| A study of student, teacher, and administrator perceptions of school discipline at an urban middle school.” 2015. Thesis, California State University, Los Angeles. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3681018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rubio, Armando. “Student misconduct and isolation from the school environment| A study of student, teacher, and administrator perceptions of school discipline at an urban middle school.” 2015. Web. 10 Apr 2021.

Vancouver:

Rubio A. Student misconduct and isolation from the school environment| A study of student, teacher, and administrator perceptions of school discipline at an urban middle school. [Internet] [Thesis]. California State University, Los Angeles; 2015. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3681018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rubio A. Student misconduct and isolation from the school environment| A study of student, teacher, and administrator perceptions of school discipline at an urban middle school. [Thesis]. California State University, Los Angeles; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3681018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

30. Nichols, Windy. Building Leadership Capacity for Instructional Improvement with Elementary School Formal Teacher Leaders; Closing the Knowing and Doing Gap.

Degree: 2014, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3614473

► As a result of increased principal responsibilities in terms of complexity, accountability, and demands for improved student achievement, sources have concluded that in order… (more)

▼ As a result of increased principal responsibilities in terms of complexity, accountability, and demands for improved student achievement, sources have concluded that in order for school districts to undertake transformations that improve teaching and learning, schools must be aligned to best practices, and have a functioning professional learning community and shared leadership (Copeland, 2003; Dufour, 1997; Elmore, 2004; Gronn, 2008; Lambert 2002; Murphy, Smylie, Mayrowetz, & Louis, 2009). Most elementary schools have only one principal; therefore, the impact on teaching and learning led by one person may not result in organizational reform even if that individual is an instructional leader, due to the multitude of responsibilities carried by that individual as a result of the influence of other leaders (formal and informal) within the organization (Lambert, 2002; Shivers-Blackwell, 2006; Spillane 2005, 2006, and 2010). Districts take a variety of approaches to address this challenge, ranging from efforts to improve the content knowledge of their leaders to setting up formal structures to distribute instructional leadership in the form of formal teacher leaders (Timperley, 2005; Sherer, 2008). This study determined, through analyzing decision-making styles of lead teachers and their perception of their principals, principals were more participatory and less laissez-faire than lead teachers. In addition, lead teachers utilize many leadership practices; however, they do not utilize them equally or consistently. The theory of distributed leadership and literature reviewed conclude that when leadership is distributed, schools have the ability to build capacity and grow initiatives around instructional improvement. Distributed leadership implies interdependency of leaders sharing responsibility with followers (Harris, 2003). This study has provided additional information for future researchers to use as the academic community continues to define the behaviors and practices that support a distributed leadership model. Recent studies express the way leadership is distributed in schools, suggesting the question is not if teachers lead along with the principal and district officials, but how (Katzenmeyer & Moller, 2001; Margolis, 2008).

Subjects/Keywords: Education; Leadership

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Nichols, W. (2014). Building Leadership Capacity for Instructional Improvement with Elementary School Formal Teacher Leaders; Closing the Knowing and Doing Gap. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3614473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nichols, Windy. “Building Leadership Capacity for Instructional Improvement with Elementary School Formal Teacher Leaders; Closing the Knowing and Doing Gap.” 2014. Thesis, The George Washington University. Accessed April 10, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3614473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nichols, Windy. “Building Leadership Capacity for Instructional Improvement with Elementary School Formal Teacher Leaders; Closing the Knowing and Doing Gap.” 2014. Web. 10 Apr 2021.

Vancouver:

Nichols W. Building Leadership Capacity for Instructional Improvement with Elementary School Formal Teacher Leaders; Closing the Knowing and Doing Gap. [Internet] [Thesis]. The George Washington University; 2014. [cited 2021 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3614473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nichols W. Building Leadership Capacity for Instructional Improvement with Elementary School Formal Teacher Leaders; Closing the Knowing and Doing Gap. [Thesis]. The George Washington University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3614473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations