Doctor of Education / Department of Educational Leadership / Trudy Salsberry / Urban school leaders, particularly superintendents are on the frontlines for raising student achievement at all levels. The work of urban superintendents is intensive given the challenges they encounter. Research has indicated that school leaders who possess and enact skills and knowledge that support change leadership. The question, then, is this: what patterns and themes exist in the use of those attributes by female urban superintendents, to support systemic changes in their school districts. This researcher chose to look at these attributes through the lens of female urban superintendents who were members of the Council of Great City Schools, who had at least three years tenure in the district, and who had realized increased student achievement during their tenure. This study identified and described through case studies the attributes that emerged from the data. Each of the five participants were interviewed twice with questions based on the leadership attributes Reeves (2007) described, the change attributes Fullan (2009) and Knoster, Villa and Thousand (2000) identified, and the superintendent challenges described by the Texas Education Agency (2007). In addition to the interviews, biographies and vitas were collected. Other artifacts such as news articles, television interviews, district newsletters, and district websites were also reviewed. The study revealed that there were patterns and themes that emerged based on the leadership and change attributes, and the challenges urban female superintendents encountered. The leadership attributes defined by Reeves (2007) were: communication, vision, relationships, building capacity in others, access the expertise of others, and decision making. The change attributes defined by Fullan (2009) and Knoster, Villa and Thousand (2000) were: vision, skills, incentives, resources, and action plan. The implications of this study revealed that below the surface of these important attributes and challenges lay social justice issues that may first need to be addressed.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Doris Wright Carroll / Learning communities are considered a high impact practice. Most research has focused on the benefits for the students within learning communities. This study sought to explore what learning community leaders learn from their experiences in a learning community. The central research question was: What do student leaders experience in a classroom learning community? A phenomenological qualitative research approach was used to explore this question. Twenty-five students who had recently been a leader of a learning community in a large lecture course at a Midwest landgrant university were interviewed. The participants reflected on their position as a class leader and described in detail their experiences. To analyze the data, significant statements from each of the transcripts were organized into meaning units. The meaning units were used to formulate two codes: (a) learning communities and (b) personal development. Seven themes emerged from the data: 1) environmental elements of a learning community, 2) responsibilities of a class leader, 3) class leader roles within a learning community, 4) caring relationships, 5) self-awareness, 6) vocation, and 7) impact. Participants described learning communities as a small group of diverse students engaged in the process of learning. Participants emphasized the need for a safe learning environment, and an environment that leaders need to cultivate. Skills that were developed from learning community leaders’ responsibilities include time management and small group facilitation and throughout the experience, leaders can look forward to the development of caring and long lasting relationships with students, other peer leaders, and faculty. Participants identified that being a learning community leader impacted one’s affective, cognitive, and behavioral development, all of which resulted in one’s self-understanding and self-confidence. The experience of being a learning community leader shaped or affirmed future plans and goals and strengthened one’s identity formation as a leader. The study explored the experiences of undergraduate student leaders in the classroom. The findings of this study challenged institutions to rethink large lecture classrooms and consider integrating learning communities within large lecture classes while being intentional to provide the necessary resources and support to train peer teachers who would be asked to lead the learning communities.

Doctor of Education / Department of Educational Leadership / David C. Thompson / Teresa Miller / Providing a safe environment for LGBT students can often prove to be a controversial and difficult task, depending on the community of which the school is a part. School leaders need guidance in order to successfully help all students who are bullied. The resource guide imbedded in this dissertation was developed with guiding principles such as key issues, legal responsibilities, obstacles, and existing programs. This guide is meant to provide school leaders with additional comprehensive resources to help them provide support needed specifically for LGBT students. Only through appropriate knowledge and resources can leaders then support these students who need to be protected under basic student rights. Research, Development, and Validation of Paving the way for LGBT Students in Schools: A Road Map for Educational Leaders was developed using the research and development (R & D) methodology by Gall, Borg, and Gall (2007). The seven steps in the R & D cycle included: (1) research analysis, needs assessment, and proof of concept; (2) product planning and design; (3) preliminary product development; (4) preliminary field testing; (5) product revision; (6) main field testing; and (7) the final product revision (Gall, Borg & Gall, 2007). An analysis of the literature, needs assessment questionnaire, and proof of concept results provided information used to develop a prototype. Preliminary field testers using a rating scale and open-ended questions then evaluated the prototype. Revisions were made to the prototype based on their responses. A main field test was conducted with additional experts and final revisions were made based on feedback. Major conclusions of this study included the following: (1) school leaders need more resources to understand how to provide support for LGBT students in schools; (2) this resource guide for school leaders should include legal information, case studies, and vocabulary used with LGBT students; (3) and the R & D process produced a resource guide school leaders can use to understand their rights and responsibilities concerning LGBT Students. The resource guide‘s information includes: (1) key issues related to providing positive support for LGBT students; (2) legal responsibilities and liabilities related to providing protection for LGBT students; (3) obstacles preventing leaders from addressing the issues; and (4) existing research-based practices and field-tested model programs to help school leaders meet the challenges of support in order to provide a quality of education for these students.

Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / This bounded case study explored ten purposefully selected physician participants’ perceptions of the effectiveness of an eight session, two year in-house physician leadership development program at a major Academic Medical Center (AMC) in the Midwest. While physicians are generally educated to care for patients in their specialty area, reforms necessitate the need for physician leadership involvement in metric tracking by healthcare organizations in order to provide a focus on quality patient care and safety. Participants indicated finding the course effective, especially the negotiations and finance modules. These modules provided new language, a better understanding of processes and an opportunity to develop skills through interactive class exercises such as case studies. Participants described an increased self-awareness of their interpersonal skills and expressed a desire for greater exposure to emotional intelligence principles. Participants experienced a transformational shift in how they constructed their identity as a physicians and leaders, and questioned assumptions about the physician’s role in healthcare. While effective in initiating a process of exploration, this course was not sufficient to meet the goals and objectives of the program. Therefore, recommendations for the advanced course included a focus on leadership competencies identified by Dye and Garman (2006) as cited by Dye and Sokolov (2013), emotional intelligence, and transformational leadership.

Doctor of Education / Department of Educational Leadership / Mary Devin / David C. Thompson / School districts throughout the United States have continuous concerns about how to meet the needs of high school students who are at-risk of dropping out of school. Despite multiple resources available for addressing this concern through alternative education schools and programs, there continues to be an unacceptably high number of students who do not graduate from high school. While knowledge about what is working in alternative schools and the students they serve is progressing, additional research is still needed. In Maize USD 266, Complete High School Maize is an award-winning and nationally recognized dropout prevention program that has, over a fifteen year span (1999-2014), helped reduce the dropout rate in Maize. The intent of this qualitative historical analysis was to serve two purposes. First, it delineated the historical evolution of Complete High School Maize as a model for school districts to emulate in an effort to reduce the number of high school dropouts. Secondly, this study provided historical documentation to help preserve and share in the history of the program for future generations of students. This study examined the factors and circumstances present in Maize USD 266 that resulted in the creation of an alternative school for its students. This study also narrated the structural evolution of Complete High School Maize from 1999 to 2014 and examined the conditions and factors that resulted in the progressions. The findings of the study showed that Complete High School Maize had successfully helped reduce the number of dropouts in Maize USD 266.

Doctor of Philosophy / Department of Educational Leadership / Royce Ann Collins / Significant numbers of women drop out of GED preparation programs. This phenomenological study used interviews and demographic surveys to learn how 12 women perceived their experiences of dropping out of GED programs. Possible selves theory and McClusky’s theory of margin provided the theoretical framework for this research. Possible selves theory examined how women’s past, present, and future selves were considered in their experience of the phenomenon, while theory of margin was used to look at the network of challenges and supports present in their lives. This study found that at the time the women dropped out of GED programs: (a) they no longer believed they could achieve their desired future selves, (b) past choices continued to adversely affect them, (c) their burdens far exceeded their resources, (d) they identified the status quo as their feared possible selves, and (e) they believed that having a tutor would have enabled them stay in GED classes. The study recommends: (a) introducing theory of margin and possible selves to students as tools for taking stock and planning for educational success, (b) forming community volunteer tutoring networks, and (c) recording dropout numbers within GED programs to illustrate the need for additional funds. This population is marginalized because they become invisible to society and GED preparation programs when they stop attending.

Doctor of Education / Department of Educational Leadership / Robert Shoop / Many school leaders do not understand their rights and responsibilities to facilitate social media use by their staff in P-12 education. This dissertation was designed to research, develop, and validate a resource guide school leaders can use to facilitate social media use by school staff. Research, Development, and Validation of a School Leader’s Resource Guide for the Facilitation of Social Media Use by School Staff was developed using the research and development (R & D) methodology by Gall, Borg, and Gall (2003) and Dick and Carey (2009). The seven steps in the R & D cycle included: (1) research analysis, needs assessment, and proof of concept; (2) product planning and design; (3) preliminary product development; (4) preliminary field testing; (5) product revision; (6) main field testing; and (7) the final product revision (Gall, Borg & Gall, 2003). An analysis of the literature, needs assessment questionnaire, and proof of concept results provided information used to develop the resource guide design. This initial design was then evaluated by preliminary field testers (social media experts) using a Likert scale and open-ended questions to provide feedback. Revisions were prepared based on their responses. A main field test was then conducted with additional social media experts. Final revisions were made based on this feedback. Major conclusions of this study included the following: (1) school leaders need more resources to understand their rights and responsibilities concerning social media use by staff; (2) this resource guide for school leaders should include legal information, case studies, and vocabulary used in the social media world; (3) and the R & D process produced a resource guide school leaders can use to understand their rights and responsibilities concerning social media use by staff. The resource guide’s information includes (1) background on social media, (2) legal aspects of social media use by staff, (3) social media promising practices, (4) digital citizenship, (5) emergence of issues and challenges in social media, and (5) how employers can avoid adverse employment actions. The focus of the resource guide is school leaders must understand their rights and responsibilities in guiding social media use by staff members.

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / Increasing student achievement is at the forefront of the school reform movement. Today’s educators are called upon to raise academic standards to the highest level in history with common core standards that align with international benchmarks. One of the most rapidly-growing improvement efforts in today’s schools is the development of professional learning communities (PLCs). Research shows a link between PLCs and increased student achievement. Additional information is needed about how school leaders have successfully supported sustainable PLCs within their schools. The purpose of this multi-site case study was to understand the types of principal behaviors as perceived by both teachers and principals that are most meaningful in the support of PLCs. The study also examined the intersection of the dimensions of learning-centered leadership and the critical attributes of PLCs. This study concluded that in professional learning communities, principals and teachers share a vision for learning and address the needs of all learners. The following leadership dimensions are perceived to be important in the support of professional learning communities: the principal’s knowledge and involvement in curriculum and instruction, the principal’s knowledge and involvement in the assessment program, and the principal’s influence on organizational culture. The study also revealed that when learning-centered leadership and professional learning communities intersect, shared leadership and collective learning are perceived to occur. Commonalities among the five cases in this study were affirmed, but each school site also had unique characteristics. In particular, one site emerged as an exemplar for strong teacher leadership.

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / The purpose of this study was to research and create a comprehensive handbook for planning and developing advisory programs for the personalization of education. This is known as personalized learning. Personalized learning refers to the structures, policies, and practices that promote relationships based on mutual respect, trust, collaboration, and support (Breunlin, Mann, Kelly, Cimmarusti, Dunne, & Lieber, 2005). Planning and Developing Advisory Programs for the Personalization of Education: A Handbook to Guide School Leaders of Large High Schools in Kansas was developed using the research and development methodology (R & D) developed by Gall and Borg (Gall, Borg, & Gall, 2007). A prototype of the handbook was developed and then evaluated by experts in the area of the personalization of education. A Preliminary Field Test was electronically sent to all building principals of high schools in Kansas with student populations of 1000 students or more. Revisions were made to the handbook based on feedback received. The revised handbook was then distributed to three professionals, nominated by their peers, for the main field test. Feedback from the main field test was used to create the final product. The conclusions from the research project indicated: (1) there is a strong need for administrators and educators to personalize the learning environment through advisory programs; (2) large high schools were in need of a resource that was relevant in their respective schools; (3) the need for a handbook such as this to address key components such as transition, support interventions, and academic counseling; and (4) that a comprehensive handbook that included a step-by-step process, discussing critical components for administrators on how to personalize education utilizing advisory programs could address numerous concerns in large high school.

Doctor of Philosophy / Department of Curriculum and Instruction Programs / Janice Wissman / This study sought to provide insight regarding how novice teachers perceive the influence of receiving an award for excellence early in their careers. The questions guiding this study focus on the perceptions of the respondents regarding whether or not they perceived that the award was motivating; whether the award influenced them personally, professionally, and organizationally; and whether they perceived an increase in commitment to the profession. This quantitative study gathered data from an on-line questionnaire sent to teachers who received the Kansas Horizon Award from 2003 through 2011. The study used exploratory factor analysis, descriptive statistics, and analysis of variance procedures to ascertain whether or not there was any significance regarding the way awardees responded to 15 Likert items. The data were compared to six demographic variables: year of award; age of winner at the time of the award; level taught – elementary or secondary; location of school – urban, suburban, or rural; gender; and teaching status. Each of the 15 Likert items were aligned with one of the four factors identified by the factor analysis – internal influence, expectations, external influence, and commitment to the profession. The significant statistics from the factor analysis ranged from .506 through .900. The analysis of variance showed significance for three factors and variables.(1) The most recent awardees (2009-2011) perceived a greater influence from the award regarding expectations (p = .03) than did those teachers who won the award in previous years. (2) Teachers from urban schools perceived a greater significance from the award regarding external influence (p = .05) than those from suburban schools. (3) Females perceived a greater influence from the award than did males regarding commitment to the profession (p = .03). Recommendations for practice include the need for increased awareness of administrators regarding the importance of awards and recognition for teachers, increased support for teacher attendance at the state conference, and increased leadership opportunities for awardees. Recommendations for further research include studies of how administrators choose nominees for awards and why some never nominate anyone, the relationship between leadership opportunities and awards, and retention of award-winning teachers.