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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Holding the reins of the professional learning community: principals' perceptions of the normative imperative to develop schools as professional learning communities

Cranston, Jerome 18 July 2007 (has links)
This study compared the findings from the literature review in the area of schools as professional learning communities, using specifically Toole and Louis’ (2002) definition of a professional learning community, with the perceptions of twelve Manitoba school principals of the normative imperative to develop their schools as professional learning communities and their perceptions of the reality of administrative practice. Toole and Louis propose that a professional learning community is a concept composed of three interdependent domains, namely a school culture that emphasizes professionalism is client centered and knowledge based, additionally it emphasizes learning by placing a high value on teacher inquiry and reflection, and finally it is communitarian insofar as it emphasizes personal connections. Furthermore, this definition is built on the notion that there are preconditions, structural supports and human and social resources, necessary for professional learning communities. Grounded theory served as both the theoretical structure and research design to gain an understanding of principals’ thinking (Strauss & Corbin, 1998). principals participated in this study in two focus groups (six principals in each focus group), and twelve interviews. Each focus group and interview was transcribed, and content analysis was employed to identify commonalities and differences in the data (Gall, Gall & Borg, 2003). Using open, axial, and selective coding eight themes were identified based on the responses to the research questions (Johnson & Christensen, 2004; Strauss & Corbin, 1990). This study revealed some consistency between the information cited in the literature, with specific focus on Toole and Louis’ (2002) definition, and principals’ perceptions of their schools as professional learning communities. The participants perceived of a professional learning community as being comprised of three interdependent domains, which are professional, learning and community, and as requiring necessary structural supports and human and social resources as preconditions. They identified time, teacher empowerment, interconnected teacher roles, school plans and institutional identity as structural supports. They also viewed trust and respect, and supportive principal leadership as human and social resource preconditions for schools striving to become professional learning communities. The study revealed conflict between the beliefs of the principals and conceptions of professional learning communities as theoretically constructed in the literature. The participants perceived that while a professional learning community is multidimensional, its effectiveness is not necessarily tied to measures of student achievement. There appeared to be few differences between the participants’ perceptions when separated by gender, school type (public or private) and school size (small, medium or large). The participants appeared to have limited notions of professional learning communities and as a result it is hard to make a case that professional learning communities exist in these schools. Additionally, they saw the duty to evaluate teachers as fostering the development of a professional learning community. Finally, while professional learning communities may hold the best promise for sustaining school improvement efforts (Hord, 2004), the efforts associated with nurturing one will lack results if principals do not possess the clarity of what is required for a school to become a professional learning community.
2

An Analysis of Leader Life Calling and Organizational Mission Statements in CESA Schools

Gelatt, Philip D. 04 September 2015 (has links)
<p> This qualitative study was conducted to identify whether or not a relationship exists between a leader&rsquo;s sense of life calling and the mission statement he or she creates for the organization he or she leads, in relation to life calling theory. Organizational leaders from Christian schools associated with the Council on Educational Standards and Accountability, who had participated in the creation of the school&rsquo;s mission statement, made up the sample for the study. Participants were interviewed utilizing open-ended questions and the data was analyzed employing the Consensual Qualitative Research method and in relation to the elements of the Life Calling Model and the Life Calling MAL-3D Rubric. The mission statement of the schools involved in the study were evaluated for the presence of organizational calling, in relation to the three components of the Life Calling Model, using content analysis. The two sets of data were evaluated to identify any relationship between the two. </p><p> The focus of this study attempted to understand three aspects of organizational leadership, specifically related to the organizational leader and the organization&rsquo;s mission statement. The first aspect of the study identified the leaders&rsquo; level of thought maturity on life calling. The second aspect of the study included an analysis of the organizational mission statement for the presence of organizational calling or purpose. The third aspect of this study attempted to identify whether or not a relationship existed between the two sets of data, and if so, what the nature of that relationship was.</p>
3

Changing Student Demographics and Suburban School Leadership

Monogue, Dana E. 22 July 2015 (has links)
<p> Principals and superintendents serving in four suburban school districts in Wisconsin experiencing significant increases in the numbers of students who identify as Hispanic or African American were studied to identify how these leaders were working to meet the needs of all learners in increasingly diverse public school contexts. This study aimed to answer three primary research questions: What resources, supports and strategies are employed by principals in suburban school districts experiencing significant demographic changes related specifically to increases in the number of students who identify as African American or Hispanic that helped them be successful in their roles? What do these school leaders need from their superintendents in order to successfully deliver on the promise of creating school environments within which all students succeed? How are superintendents in these suburban contexts increasing their competencies and supporting principals in proactively leading through racial demographic shifts in a society that has typically marginalized such groups of students? Leadership dispositions, knowledge, skills, and resources identified by building administrators necessary to successfully meet the challenge of actualizing success for all students are discussed and include growth mindset, a deep understanding of change management, a willingness to confront and disrupt, and a reliance upon peer collaboration. The superintendent/principal relationship is analyzed for relevance and impact on principal effectiveness and issues currently faced by district administrators serving in increasingly diverse suburban school districts are outlined. Results of this study illuminate opportunities for future research and implications on current practice in the field of educational administration.</p>
4

Holding the reins of the professional learning community: principals' perceptions of the normative imperative to develop schools as professional learning communities

Cranston, Jerome 18 July 2007 (has links)
This study compared the findings from the literature review in the area of schools as professional learning communities, using specifically Toole and Louis’ (2002) definition of a professional learning community, with the perceptions of twelve Manitoba school principals of the normative imperative to develop their schools as professional learning communities and their perceptions of the reality of administrative practice. Toole and Louis propose that a professional learning community is a concept composed of three interdependent domains, namely a school culture that emphasizes professionalism is client centered and knowledge based, additionally it emphasizes learning by placing a high value on teacher inquiry and reflection, and finally it is communitarian insofar as it emphasizes personal connections. Furthermore, this definition is built on the notion that there are preconditions, structural supports and human and social resources, necessary for professional learning communities. Grounded theory served as both the theoretical structure and research design to gain an understanding of principals’ thinking (Strauss & Corbin, 1998). principals participated in this study in two focus groups (six principals in each focus group), and twelve interviews. Each focus group and interview was transcribed, and content analysis was employed to identify commonalities and differences in the data (Gall, Gall & Borg, 2003). Using open, axial, and selective coding eight themes were identified based on the responses to the research questions (Johnson & Christensen, 2004; Strauss & Corbin, 1990). This study revealed some consistency between the information cited in the literature, with specific focus on Toole and Louis’ (2002) definition, and principals’ perceptions of their schools as professional learning communities. The participants perceived of a professional learning community as being comprised of three interdependent domains, which are professional, learning and community, and as requiring necessary structural supports and human and social resources as preconditions. They identified time, teacher empowerment, interconnected teacher roles, school plans and institutional identity as structural supports. They also viewed trust and respect, and supportive principal leadership as human and social resource preconditions for schools striving to become professional learning communities. The study revealed conflict between the beliefs of the principals and conceptions of professional learning communities as theoretically constructed in the literature. The participants perceived that while a professional learning community is multidimensional, its effectiveness is not necessarily tied to measures of student achievement. There appeared to be few differences between the participants’ perceptions when separated by gender, school type (public or private) and school size (small, medium or large). The participants appeared to have limited notions of professional learning communities and as a result it is hard to make a case that professional learning communities exist in these schools. Additionally, they saw the duty to evaluate teachers as fostering the development of a professional learning community. Finally, while professional learning communities may hold the best promise for sustaining school improvement efforts (Hord, 2004), the efforts associated with nurturing one will lack results if principals do not possess the clarity of what is required for a school to become a professional learning community. / October 2007
5

Free speech and Canada's public school teachers : an employment law and constitutional law analysis

Clarke, Paul Terence 01 January 1997 (has links)
In this study, the researcher has attempted to ascertain what counts as legitimate restrictions by the employer on the free speech rights of Canadian public school teachers from the perspectives of employment law and constitutional law. In the employment context, school boards may restrict: dishonest speech which undermines trust, uncooperative speech which interferes with effectiveness and efficiency or which is abusive, disloyal speech which unjustifiably harms school boards' legitimate business interests, and disobedient speech which defies employers' authority. In other circumstances, however, employment law recognizes and protects teacher expression in spite of teachers' employment duties. Thus, employers are not allowed to interdict: speech solely because it is idiosyncratic or unconventional, appropriate banter with students, teachers who criticize their employers for illegal and negligent behaviour, and direct and forthright speech in the collective bargaining context. Under employment law, it is still unclear whether teachers can speak out responsibly on matters of public interest without violating their duty of loyalty or whether teachers can exercise some degree of academic freedom without undermining their duty of obedience. In both cases, the researcher argues for increased protection. First, as professionals, teachers possess expertise and a relevant insiders' perspective which have the potential to inform debate on issues of public concern. Second, as educators, teachers are called to prepare our students for citizenship in our democracy by teaching them how to think critically. Under constitutional law, and generally speaking, the Charter is unlikely to alter the employment law analysis and corresponding protection of teachers' expressive rights for three main reasons. First, adjudicators are likely to adopt a reasonableness-based approach to s.1 analysis based on the Supreme Court of Canada's landmark decision in Ross v. New Brunswick School District No. 15 (1996)--the leading judgment on teachers' free speech rights under the Charter. Second, when governments act as both employer and state agent, as opposed to state agent alone, adjudicators will be more inclined to accept employer arguments based on pragmatic and utilitarian considerations, like efficiency and effectiveness, as constituting reasonable grounds for restricting teachers' speech. Third, adjudicators will examine the nature of teacher expression to determine whether it advances the core values underlying s.2(b) expression: pursuit of truth, political participation, and self-fulfillment/autonomy. As a general rule, one can argue that dishonest, uncooperative, disloyal, and disobedient expression are unlikely to implicate core Charter values. Yet, the Charter does have the potential to enhance protection of teachers' free speech rights in two particular areas. First, the Charter may change the analysis when teachers speak out on issues of public concern in a reasonable and controlled way. Second, the Charter may make a difference when teachers attempt to exercise some measure of academic freedom in a professionally responsible manner. In the first scenario, political speech is at stake. In the second scenario, the search for truth (and to a diminished degree political participation self-fulfillment/autonomy) is involved. In both cases, fundamental core Charter values are at issue. Hence, adjudicators may require employers to demonstrate a higher standard of justification, in these specific circumstances, before they accept arguments limiting teachers' freedom of expression. (Abstract shortened by UMI.)
6

A study of shool climate as a function of personality of school personnel and pupil control ideology

Gandhi, K A 02 1900 (has links)
Pupil control ideology
7

Holding the reins of the professional learning community: principals' perceptions of the normative imperative to develop schools as professional learning communities

Cranston, Jerome 18 July 2007 (has links)
This study compared the findings from the literature review in the area of schools as professional learning communities, using specifically Toole and Louis’ (2002) definition of a professional learning community, with the perceptions of twelve Manitoba school principals of the normative imperative to develop their schools as professional learning communities and their perceptions of the reality of administrative practice. Toole and Louis propose that a professional learning community is a concept composed of three interdependent domains, namely a school culture that emphasizes professionalism is client centered and knowledge based, additionally it emphasizes learning by placing a high value on teacher inquiry and reflection, and finally it is communitarian insofar as it emphasizes personal connections. Furthermore, this definition is built on the notion that there are preconditions, structural supports and human and social resources, necessary for professional learning communities. Grounded theory served as both the theoretical structure and research design to gain an understanding of principals’ thinking (Strauss & Corbin, 1998). principals participated in this study in two focus groups (six principals in each focus group), and twelve interviews. Each focus group and interview was transcribed, and content analysis was employed to identify commonalities and differences in the data (Gall, Gall & Borg, 2003). Using open, axial, and selective coding eight themes were identified based on the responses to the research questions (Johnson & Christensen, 2004; Strauss & Corbin, 1990). This study revealed some consistency between the information cited in the literature, with specific focus on Toole and Louis’ (2002) definition, and principals’ perceptions of their schools as professional learning communities. The participants perceived of a professional learning community as being comprised of three interdependent domains, which are professional, learning and community, and as requiring necessary structural supports and human and social resources as preconditions. They identified time, teacher empowerment, interconnected teacher roles, school plans and institutional identity as structural supports. They also viewed trust and respect, and supportive principal leadership as human and social resource preconditions for schools striving to become professional learning communities. The study revealed conflict between the beliefs of the principals and conceptions of professional learning communities as theoretically constructed in the literature. The participants perceived that while a professional learning community is multidimensional, its effectiveness is not necessarily tied to measures of student achievement. There appeared to be few differences between the participants’ perceptions when separated by gender, school type (public or private) and school size (small, medium or large). The participants appeared to have limited notions of professional learning communities and as a result it is hard to make a case that professional learning communities exist in these schools. Additionally, they saw the duty to evaluate teachers as fostering the development of a professional learning community. Finally, while professional learning communities may hold the best promise for sustaining school improvement efforts (Hord, 2004), the efforts associated with nurturing one will lack results if principals do not possess the clarity of what is required for a school to become a professional learning community.
8

Personnel Perceptions of Six Sigma as a Preparation Tool for Facilitating Change| A Case Study

Davis, Monica Bojo 15 July 2017 (has links)
<p> The higher education setting is a unique environment in which individuals are tasked with facilitating change. Numerous internal and external factors are causing institutions to need to change how they perform tasks and deliver educational opportunities to students. Therefore, institutional leaders must explore techniques for facilitating change. Within institutions, the people are the ones who lead change initiatives. However, there is limited empirical research on how personnel within institutions perceive change management programs. </p><p> This study provides empirical research regarding how personnel in higher education institutions perceive change management initiatives. More specifically, this study was a program evaluation of personnel at a single institution with a Six Sigma change management program. Document analyses as well as one-on-one and focus group interviews were used to evaluate the Six Sigma program. The interviews were used to understand how personnel perceive the Six Sigma program in the higher education setting and its ability to prepare them to facilitate change.</p><p> The themes developed from the interviews allowed for the conclusion to be drawn that Six Sigma does help prepare individual to facilitate change. Although, participants found the program in its entirety to help prepare them to facilitate change, they also acknowledged many shortcomings of the program. The helpful aspects included: the training program, the trainer(s), providing a process to follow, started the change conversation, knowledge can change, and confidence to lead change. The challenges included were rigidity of the program, statistical calculations, ability to influence change, and scope of the program. Additionally, participants did not perceive Six Sigma to align with the types of problems found in the higher education setting. </p><p>
9

School Leaders' Use of Twitter to to Engage the School Community

Suzzan, Sheri Lustig 18 August 2017 (has links)
<p> Social media and the ways in which educational leaders choose to utilize it their schools is at the forefront of professional development throughout numerous districts across Long Island and nationwide. While many districts have incorporated various models of social media such as Facebook, Twitter, and Instagram into their standard communication practice, many more are hesitant to venture into this type of contact with the school community for a variety of reasons. Historically, school leaders relied on letters to parents sent home either by US mail or in their child&rsquo;s backpacks to convey times and locations of meetings and to send important messages (including, but not limited to school practice and policies and dates for upcoming events). In the past ten years, school leaders have begun using websites and email to send important messages out to the school community. This study involved an in-depth examination of the literature surrounding the importance of the home-school connection and how school leaders are using the social media platform of Twitter in an effort to strengthen this relationship. Further discussion included how the ideals of branding a business are beginning to emerge in the school setting in order for the leader to have the ability to tell their own school&rsquo;s story rather then having others tell it for them. Three school leaders currently engaged in the daily use of Twitter were interviewed, as well parents and teachers in the school community. Pertinent documents were reviewed, including school district policy on the use of social media and an analysis of the &ldquo;tweets&rdquo; sent out by the school leader. The findings of this study revealed how school leaders use Twitter to engage the school community and &ldquo;brand&rdquo; their school by having the ability to control the information that is shared with the public</p><p>
10

Individual and Organizational Factors That Influence Principal Longevity in Charter Management Organizations| Does Gender Matter?

Ellison, Kat 10 June 2017 (has links)
<p> Principals play a significant role in schools and impact many aspects of the educational experience. Principal turnover, especially in high-needs schools, has a detrimental effect on schools, specifically on student achievement. One type of educational experience that seeks to serve students of low-income backgrounds and from historically under-served populations are schools run by charter management organizations (CMOs). Previous research has reported that women hold positions of educational leadership far less in proportion to men given the high number of women in teaching positions. Therefore, in order to more fully understand the principals in CMOs, issues of gender must be explored. The purpose of this study was to use a feminist perspective to create a better understanding of principal stability in schools run by CMOs. (Abstract shortened by ProQuest.)</p>

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