Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2008. / Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4573.

Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1015. Adviser: Leonard Grob.

Thesis (Ph.D.)--Indiana University, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1235. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership Policy Studies, 2006. / "Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2935. Adviser: Bradley Levinson.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2404. Adviser: Paul Thurston. Includes bibliographical references (leaves 111-113) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2730. Adviser: Debra Bragg. Includes bibliographical references (leaves 154-172) Available on microfilm from Pro Quest Information and Learning.

<p> Much literature has been written about the history and induction of local school councils in the State of Illinois. Chicago's Local School Councils (LSCs) were created based on the Chicago School Reform Act of 1988. These LSCs were given power in Principal Selection and Evaluation, School Improvement Planning, and School-Based Budgeting (Moore &amp; Merritt, 2002 p.11). State law currently requires 18 hours of training for newly elected members, but critics contend the large-scale lecture format does not properly prepare panelists (Gewertz, 2002). While some researchers agree that LSCs have made strides in improving schools, others have indicated that there are many troubles that hinder the effectiveness of LSCs such as the lack of skills, commitment, and support (PURE, 2006). Larger citizen participation in school councils can create its own problems. Many future LSC members may not be adequately prepared to assume a leadership role (Cunningham, 2003). </p><p> The purpose of this quantitative study is to determine what knowledge LSC members currently possess in order to be effective leaders within the school system. Data was collected from various schools within the Woodlawn community in Chicago, Illinois, to analyze the perceptions of parent and community stakeholders regarding LSC training. A quantitative Needs Assessment survey was designed to assess the participants&rsquo; perceptions. An overall analysis of the data indicated that the survey participants were dissatisfied with LSC training. LSC members believed that the mandatory LSC training modules did not prepare them to address issues relevant to their school. Generalized LSC member training programs have been criticized for failing to address the unique issues and scenarios in which LSC members often find themselves (Grendon, 2010). Perceptions of LSC members and community stakeholders are vital in determining what factors are hindering the success of schools in the Chicago Public School (CPS) system. Based on a needs assessment of LSC members, recommendations are developed to assist in determining further training for LSC members to ensure they have the knowledge and skills required for effective decision making within their schools. Also discussed are areas for further research as it relates to LSC training.</p>

<p> Teacher turnover is a systemic problem that negatively impacts student success and contributes to the achievement gaps in hard-to-staff schools. Also, in the United States, teacher attrition is a financial burden that diminishes educational resources. The purpose of this study is to explore three models to provide an in-depth understanding of the precise leadership practices that enhance the commitment and retention of teachers. The research grounded in the Path-goal theory utilized a comparative case study method to explore the teacher attrition phenomenon. The following three research questions guided the investigation of three purposefully selected cases to provide a thorough explanation of the problem: (1) What is the relationship between leadership behavior and retention? (2) What is the relationship between leadership behavior and teacher commitment? (3) What are the specific leadership behaviors that promote teacher commitment and retention? Holistic coding and a cross-case analysis revealed that leadership directly influenced teachers&rsquo; commitment, and teachers&rsquo; commitment had a significant impact on retention. Specifically, supportive leadership practices with a focus on emotional support positively affected teachers' commitment and retention. An aggregation of the identified codes prompted the formation of seven themes for supportive leadership practices that contribute to teacher commitment and retention. The thematic descriptions led to the theoretical composition of seven specific situational leadership practices that positively supported teacher retention.</p><p>

<p> The educational path of an English-language learner in California is affected by federal, state, and local educational policy, mandates, and practices. According to the research, after 40 or so years of government intervention from the Bilingual Act of 1974 to Proposition 38 of 2016, school districts continue to have large numbers of English-language learners. School districts also produce Long Term English Learners as high school graduates who not only face deficiencies in language acquisition in both primary and secondary languages, but are also academically unprepared for the real world. </p><p> This study was conducted to determine intrinsic family and school academic influences of English-language learners who have graduated in one California comprehensive high school in Northern California. The researcher, a former English-language learner (ELL), shared his story of growing up as a product of bilingual public education during the seventies and eighties to a selected number of graduating English-language learner recent high school graduates. A survey of 21 questions regarding the influences of English-language learners was given to 17 participants. The participants were interviewed in a focus group format and then documented their own stories as English-language learners. The results indicate several common themes that K-12 education is in need of addressing to ensure academic success of English-language learners. These themes include: English Language Learners having a wealth of knowledge, culture, language, experiences, and unique voices that educators can &ldquo;hook&rdquo; the student into short and long term high school education. In addition, educators need to understand how to teach the ELL&rsquo;s invaluable mind, which will require some creativity on the part of educators in addition to teaching the preexisting curriculum. However, challenging this approach may be, it will undoubtedly maximize student interest, learning, and language acquisition. </p><p>

<p> The job of an education system-level leader in urban environments is becoming more demanding, and the environment in which they operate more complex. Filling these very critical roles with individuals who possess the right characteristics could mean the difference between success and failure at improving the educational outcomes of students who are more often than not students of color and economically disadvantaged students. </p><p> Through seven interviews, this qualitative study focused on understanding the leadership dispositions that contributed to the success of transformative urban education system-level leaders in Los Angeles. The new <i>transformative urban education leadership framework</i> was developed using elements from each of the following existing frameworks: leadership for multicultural education, transformative leadership, and leadership for social justice. Findings from the data revealed four themes and two subthemes that described the characteristics that these transformative education leaders in urban Los Angeles had in common. The four themes were early experiences that impacted future trajectory, power of positive communication, forming deep relationships with the community, collaborative decision-making and teambuilder; the subthemes were communicating beliefs and vision, communicating hope, and communicating courage. These themes and subthemes suggest some positive alignment to the new <i>transformative urban education leadership framework</i>. </p><p> Los Angeles education organizations could develop their own pipeline of top-level leaders who are prepared to assume positions when the opportunities present themselves, elevate the role of community-based organizations (and community), and be more targeted in their recruitment and professional development strategies for existing transformative leaders.</p><p>