School principals: illuminating the behaviors and ...
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School principals: illuminating the behaviors and practices of effective school principals in challenging public school contexts
School principals: illuminating the behaviors and practices of effective school principals in challenging public school contexts
Name:Personal
Masewicz, Sophia Deborah Marsh Role :Text(marcrelator)
creator
Masewicz, Sophia Deborah Marsh Role :Text(marcrelator)
creator
Name:Personal
Vogel, Linda Role :Text(marcrelator)
thesis advisor
Vogel, Linda Role :Text(marcrelator)
thesis advisor
Name:Personal
Cray, Martha Role :Text
committee member
Cray, Martha Role :Text
committee member
Name:Personal
Jackson, Lewis Role :Text
committee member
Jackson, Lewis Role :Text
committee member
Name:Personal
Whitaker, Kathryn Role :Text
committee member
Whitaker, Kathryn Role :Text
committee member
Name:Corporate
Educational Leadership & Policy Studies Role :Text(marcrelator)
sponsor
Educational Leadership & Policy Studies Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
typeOfResource
text genre(marcgt)
Thesis
Origin Information
Place
:Text
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-08
2010-08
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-08
2010-08
Language
:Text
English
English
Physical Description
183 pages
born digital
183 pages
born digital
abstract
Effective school principals are urgently needed to lead reform efforts to close the achievement gap between high performing and low performing students, particularly in high poverty and low performing public schools. This study employed an embedded mixed methods design of qualitative and quantitative data, and an analytic process called paradigm (Strauss & Corbin, 1998) to reveal the behaviors and practices of effective school principals in challenging public school contexts. The results of the study illuminated the behaviors and practices of effective school principals in challenging public school contexts. In addition, a grounded theory was developed of the phenomenon of sense-making of effective school principals that linked to systemic changes in the school. A substantive theory gave explanatory power to the success of principals to generate significant academic student achievement in high poverty, high needs schools. The study revealed an alternative educational leadership model--Stewardship as a Sense-making Model of Leadership. The principal as a servant leader, the fundamental influence in the schools, created conditions for shared leadership and paradigmatic shifts in the instructional climate that positively impacted student academic achievement. note
Related Item
:series
Related Item
:thesis(displayLabel="Degree Type")
Ed.D.
Ed.D.
Related Item
:thesis(displayLabel="Degree Name")
doctoral
doctoral
identifier:Local
Masewicz_unco_0161D_10047.pdf
Location
(usage="primary display")
http://hdl.handle.net/10176/cogru:1123
http://hdl.handle.net/10176/cogru:1123
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Copyright is held by the author.
Record Information
languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
EdD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
accessCondition:restrictionOnAccess
Title Information:Alternative
Subject
School Principals
School Principals
Subject
General Education
General Education
Subject
High-Performing Students
High-Performing Students
Subject
Servant Leaders
Servant Leaders
Subject
Educational Leadership
Educational Leadership
Subject
Educational Administration
Educational Administration
Subject
High-Poverty Schools
High-Poverty Schools