Thesis (Ed.D.)--Liberty University, 2007. / Includes bibliographical references.

Thesis (M.S. in Management)--Naval Postgraduate School, June 2004. / Thesis advisor(s): Alice Crawford. Includes bibliographical references (p. 53). Also available online.

Educational researchers, practitioners and policymakers agree that quality of leadership and learning influence the quality of education. In the context of Ghanaian basic schools, previous research has shown that the Leadership for Learning (LfL) framework, an educational theory and practice, has improved the leadership capacities of education stakeholders as well as the quality of teaching and learning. However, the processes which lead to such improvements have not yet been studied. This study aimed to contribute to research on LfL by analysing the processes that accounted for the successful incorporation of the LfL principles. This in-depth case study was conducted in two successful LfL schools in the Central Region of Ghana. It engaged multiple stakeholders and gathered data through semi-structured interviews, focus group discussions, observations, and document analysis. Intra- and inter-case analyses were conducted to understand each case in its own terms as well as to identify areas of convergence and divergence between them. The findings reveal that despite the ubiquity of household poverty, youth unemployment, and paucity of infrastructure, stakeholders recreated structures, reoriented attitudes, developed self-efficacy, and deployed creativity. It has been found that stakeholders were able to come to a shared and contextualised understanding of the LfL principles. This engendered collaboration, co-ownership of the leading, teaching and learning activities, and their successful institutional absorption. Put differently, the successful incorporation of the LfL principles was driven by four practices: the stakeholders understood the principles based on their contextual realities; believed in their understanding; taught what they believed in; and practised what they taught. These findings are of practical relevance for policymakers and practitioners. Policymakers need to appreciate the importance of context in understanding and incorporating policy initiatives. Practitioners need to reorient their attitudes and practice, collaborate, form communal beliefs, and recognise, appreciate and harness their internal human capital to succeed. Further research is needed to understand the impact of communication technology - television soap operas, mobile phones and social media on leading, teaching and learning.

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Elizabeth Kasl. Dissertation Committee: Jack Mczirow. Includes bibliographical references (leaves 427-438).

The research in this thesis focuses on the intangible resources of organisations. Intangible resources include an organisation's collective knowledge and learning, leadership talent, the values that shape its culture, routines and processes and the collaborative relationships. These intangible resources are known as intellectual capital (IC) because they support organisational activity along with financial and physical capital. Previous research has classified IC into three principle components of human, organisational and relationship capital and has established a link between IC and organisational value. Recent studies have also emphasised the notion of interrelationships between the three components of intellectual capital in developing capabilities that drive value creation. Yet it is often unclear how the various elements interrelate to one another to generate organisational value. This thesis investigates how IC contributes to organisational value creation. Central to this research is the examination of the mechanisms through which IC factors are integrated within organisations in order to develop capabilities. As innovation is widely agreed to be a determinant of organisational value creation, this research adapted and extended the model of intelligence and innovation proposed by Glynn (1996) to develop a comprehensive theoretical framework for empirically examining the synergistic effects of IC. Building upon four major theoretical streams: resource-based view of the firm, innovation theory, intellectual capital theory and organisational capabilities, this research has elaborated the ideas and constructs presented in the original model and de-contextualised them to an intellectual capital perspective. A qualitative, interpretive approach was applied to two in-depth case studies for investigating the intangible resource-base of two knowledge intensive companies. The results were then expanded to a cross-case context in order to compare and contrast the value creating potential of the IC factors. The findings of this research are presented in the form of a descriptive framework that classifies the characteristics of a value creating process. The purpose of the framework is to provide pointers for identifying IC resources and developing capabilities in a way that provides an organisation with sustainable competitive advantage, and thereby, value.

<p>Uppsatsen är genomförd vid Göteborgs universitet, inom ramen för forskarförberedande studier i musikpedagogik.</p>

摘 要 本研究旨在瞭解當前臺北市國民中學校長學習領導、教師專業發展及學校效能之現況；分析不同背景變項下，臺北市國民中學校長學習領導、教師專業發展及學校效能之差異與相關情形；探究臺北市國民中學校長學習領導、教師專業發展對於學校效能之預測情形。 本研究採用問卷調查法，並以臺北市公私立國民中學（含完全中學）之教師為研究對象，抽取46所學校，共計回收有效樣本為477份。問卷回收後分別以描述統計、獨立樣本t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法進行分析。根據研究結果將結論分析歸納如下： 一、國民中學教師對於校長學習領導之現況具中高度知覺。 二、國民中學教師對於教師專業發展之現況具高度知覺。 三、國民中學教師對於學校效能之現況具中高度知覺。 四、不同性別、年齡、服務年資、最高學歷與學校規模的國中教師在知覺校長學習領導上有顯著差異。 五、不同年齡與服務年資的國中教師在知覺教師專業發展上有顯著差異。 六、不同性別、現任職務、學校規模與學校性質的國中教師在知覺學校效能上有顯著差異。 七、國中校長學習領導、教師專業發展及學校效能均呈現顯著正相關。 八、校長學習領導、教師專業發展對學校效能具有預測作用；其中以「關注學生學習」向度的預測力最佳。 根據以上結論，提出具體建議，作為教育行政機關、校長、國中教育人員與未來研究之參考。 關鍵字：校長學習領導、教師專業發展、學校效能 / Abstract This study aims to investigate the current circumstances of principals’ learning leadership of junior high schools in Taipei, teacher professional development, and school effectiveness. By analyzing several background variables, the study does research on the differences and relationship among principals’ learning leadership , teacher professional development, and school effectiveness. Besides, it intends to understand the influence of principals’ learning leadership and teacher professional development on the prediction about school effectiveness. The research adopts questionnaire survey. The subjects of the survey are teachers in 46 junior high schools in Taipei, and the study contains 477 effective samples. The data was analyzed through descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the junior high school teachers toward implementation of principals’ learning leadership is moderately high. 2. The perception of the junior high school teachers toward teacher professional development is high. 3. The perception of the junior high school teachers toward school effectiveness is moderately high. 4. There are significant differences in the perception of principals’ learning leadership in terms of different genders, ages, years of service, academic background ,and the scale of school. 5. There are significant differences in the perception of teacher professional development in terms of different ages, and years of service. 6. There are significant differences in the perception of school effectiveness in terms of different genders, duty, the scale of school, and public/private schools. 7. There is a significant positive correlation among the principals’ learning leadership, teacher professional development, and school effectiveness. 8. The junior high school principals’ learning leadership and teacher professional development have positive direct effect on school effectiveness, and “paying attention to students’ learning” manifests the best prediction. According to the research findings, a few specific suggestions are proposed for the reference of education administrative units, principals, teachers of junior high schools, and research staff engaging in future research. Keywords: principals’ learning leadership, teacher s’ professional development,school effectiveness

This essay explores the challenges that we as teachers in the extended school can face whenimplementing sustainable special educational methods. With a specific focus on the TEACCHmethod and the use of visual support in communication. Our intention is that we, based on ourstories and experiences, will investigate what can hinder this development work and whetherthere are any success factors for us as leaders at the after-school center. The primary questionsare ”What is it that makes it so difficult to implement sustainable development work withTEACCH in the work teams?” and ”What kind of leaders do we need to be to be able to leadthis sustainable development work?”. As a research method, we use the essay form as we,through the reflexive writing, among other things want to see who we are as leaders andwhich leaders we need to be in an effective development work. In our reflection, we explorewhat knowledge we at the after-school center need to have in the treatment of students in needof special knowledge and understanding. We also reflect on how we gain new importantknowledge and how we as leaders convey that knowledge. / Denna essä utforskar de utmaningar vi som lärare i fritidshem kan möta vid implementeringav hållbara specialpedagogiska arbetssätt. Detta med fokus på tydliggörande pedagogik ochbilder som visuellt stöd i kommunikation. Syftet är att vi, utifrån våra berättelser ocherfarenheter, ska undersöka vad som kan försvåra detta utvecklingsarbete och om det finnsnågra framgångsfaktorer för oss som ledare på fritidshemmet. De primära frågorna är ”Vad ärdet som gör att det är så svårt att implementera ett hållbart utvecklingsarbete medtydliggörande pedagogik i arbetslagen?” och ”Vilka typer av ledare behöver vi vara för attkunna leda detta hållbara utvecklingsarbete?”. Som undersökningsmetod använder vi oss avessäformen då vi, genom det reflexiva skrivandet, bland annat vill få syn på vilka vi är somledare och vilka ledare vi behöver vara i ett effektivt utvecklingsarbete. I vår reflektionutforskar vi vilken kunskap vi på fritidshemmet behöver ha i bemötandet av elever i behov avsärskild kunskap och förståelse. Vi reflekterar även över hur vi får ny viktig kunskap och hurvi som ledare förmedlar den kunskapen.

The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students. This self-study represents two significant chapters in my professional life and captures approximately four years of professional snapshots. It has allowed me to examine my practice of partnering, conversing, arranging and developing shared vision across two schools. This study recognized these as powerful reculturing mechanisms and affirmed that conversations about learning, shared beliefs mission and vision, enabling leadership that reflects parallel learning relationships and enabling organisational arrangements are critical for sustainable reform. Consequently the exploration of the relationship between teacher learning, teacher leadership and a professional learning culture has been the main focus for this research. Analytical processes for this study first explored the relationship between teacher learning, teacher leadership and a professional learning culture through an examination of current curriculum reforms. This is followed by a layered analysis of the two narratives based on my leadership in two different school settings. A rigorous mapping and scanning process then assisted the analysis of these narratives. This process was supported by a number of specific conceptual frameworks that underpin the school reculturing process and reflect key qualities of schools that work as learning organisations. Six significant snapshots emerged from the analysis of the two narratives. The deeper analysis of these snapshots, which have been referred to as close-ups, formed a number of my first tentative propositions. These layers of investigation were also supported by the responses of several key snapshot participants and reader respondents, before the final propositions were made. These responses recognised that an organisation that works together, learns together; and that there is strength and powerful learning when leadership can assist practitioners to work as a learning community. These qualities were found to be directly related to this study's proposed reconstructed model for developing schools as learning organisations. The reconstructed model recognised a number of other less visible elements that can be seen in a school working as a learning organisation. These elements relate directly to enabling/capacity building leadership and the associated relationship skills of leaders. They were found to be necessary elements for effective collaboration and for creating spaces for conversation, reflection, spontaneity and risk-taking. This study also recognised that any deconstruction and reconstruction of a school as a learning organisation is first a reconstruction of core beliefs and values. These beliefs and values are reflected in a school's culture and are inclusive of the visible and less visible elements. The constant examination of one's assumptions, ideas, values and beliefs has been considered to be essential to the analysis process, as well as to the process of reform and achieving organisational change. The study revealed, therefore, that enabling/capacity-building leadership is a key to the process of reculturing a school as a learning organisation. The data from respondents also indicates that this notion of leadership as being enabling/capacity building has also been a primary focus for answering the second of the key research questions: 'How does a process of deconstruction and reconstruction take place?' The additional points of difference/interest that emerged from the various respondents suggest that the process of deconstruction and reconstruction of a school as a learning organisation would be assisted by realising that energy and passion are needed for enabling/capacity building leadership. This form of leadership requires moving from being top-down and become more parallel with renewed learning relationships. This study affirmed that this focus on establishing parallel learning relationships assists in the development of parallel learning leadership and parallel learning partnerships. Enabling/capacity building leaders working in parallel with their teachers can also play an important role in developing/supporting flexible and imaginative school organisation. In this way enabling/capacity building leaders can work as learning leaders and brokers to assist the development of other learning partnerships/alliances. This community building strategy can consequently develop opportunities for teachers to work and learn collaboratively as learning leaders. Enabling/capacity building leadership is correctly placed as the key to considering how the deconstruction and reconstruction process takes place. Further, the reconstruction process taking place reflect a culture of dynamic inquiry. This is made possible when enabling/capacity building leaders share and commit to similar notions of schools working as learning organisations and teachers are assisted/brokered to work collaboratively for professional alliances and professional growth. Consequently this study proposes that teachers cope better with the ever-increasing demands of curriculum reforms if: * schools can work as learning organisations * schools allow teachers to work as learning leaders * administrative leaders support/enable and model risk-taking, spontaneous and collaborative practices * there are shared beliefs, mission and vision; organisational arrangements/support; conversations for learning; shared approaches to pedagogy, and parallel relationships * enabling/capacity-building leadership for learning alliances allows for a professional culture of dynamic inquiry that can evolve with a renewed focus on conversations for learning. The findings of this study have theoretical, methodological and practical significance. In the first instance it presents as theoretical significance, the reconstruction of a theoretical framework for schools working as learning organisations. The methodological significance is reflected in this study's emphasis on theorising through layers. The methodological contribution acknowledges a legitimate and rigorous form of practitioner research, revealing self-study methodology at a level that is more then mere self-indulgence. In presenting its final contribution, the thesis acknowledges the practical contribution of the study by emphasising the process involved in creating a culture of dynamic inquiry. The transformative nature of this action- inquiry self-study is therefore confirmed in this study. The layered analysis reflects a process of making sense of the messiness of practitioner research, and consequently provides a true sense of this established form of practical theorising in the teaching profession. These characteristics should be seen not as limitations, but rather as authentic strengths.