Faculty members at a rural elementary school in a southeastern U.S. state have implemented a student leadership program called Leader in Me (LIM) in order to address increased behavioral disruptions and declining academic achievement scores and also better prepare students for the workforce. To determine the efficacy of the intervention, a mixed methods bounded case study of LIM was conducted. Watson's and Hull's theories of behaviorism support the objectives of the program. The focus of the research questions was on determining whether students' behavior, academic achievement, and leadership skills had changed based on their participation in the program. Quantitative data consisted of standardized test scores in the areas of reading and mathematics, administrative records, and a faculty survey. Qualitative data consisted of 10 interviews, which were conducted with a stratified purposeful sample of 3rd through 5th grade teachers participating in the program at the school. Quantitative data were analyzed using analysis of variance while qualitative data were coded and analyzed for common themes. Using these methods, a significant decrease in the instances of negative classroom behaviors was noted in relation to an increase in leadership behaviors of students in the LIM program. Interview data revealed the presence of a positive culture of leadership and learning in the classroom. Based on study findings, a policy recommendation paper advocating adoption of the leadership program was created. Adoption of the LIM program may help educators in better preparing students to be responsible individuals who use their leadership skills to positively impact their own learning and school and community cultures.

Elementary school students may display uncivil behaviors that affect peer interactions, and school or community climate. Some middle and high school leaders have implemented programs to improve student interactions by enhancing student leadership skills, character education, and students’ understanding of civic education. However, few programs combine these goals with aspects of culturally relevant pedagogy (CRP) in elementary schools. The purpose of this qualitative case study was to explain the motivating factors, challenges, and rationales of school administrators and leaders who implemented a student civil leadership program in a K-6 elementary school and to understand how the program was established, how it operated, the extent to which CRP was facilitated through instruction, and how students benefited. The conceptual framework was based on Allport, Ewald, and Ladson-Billings’s ideas of similar and dissimilar group interactions. Data were collected through interviews of school leaders, observations of program facilitators, and artifacts. Data were analyzed using initial and simultaneous coding, which led to the development of 4 key findings: the implementation of the GCP program was due to trust and consensus among stakeholders, the curriculum bore resemblance to CRP in implementation, instruction promoted civil leadership in students through the design of program activities, and establishing the program fostered community support. The findings of the study indicated that positive social change may result from continued and trusting collaborations between school and community leaders, particularly when they are aimed to implement civil leadership programs with effective programming and an underlying foundation of CRP.

This qualitative study investigated the roles students play in institutional decision-making, and in particular how the students perceive both what their roles should be and what their roles actually are. Five Student Government Association (SGA) presidents, serving sequential one-year terms from 1999 to 2004 at one campus of a multi-campus two-year public college located in a large metropolitan area in the southeast, were interviewed. The qualitative research methodology employed thematic analysis to describe the students' perceptions in the context of both the letter and spirit of policy implementation regarding institutional decision-making. Through analysis of interviews, institutional documents, and documents at the statewide system level, this investigation explored a wide array of variables that affect the roles students play in institutional decision-making. Framed through a critical lens, this study argues that student involvement in institutional decision-making is necessary to engage students as active citizens capable of civil discourse that results in informed action for the benefit of the community in which the citizens are engaged, perpetuating a democratic society. However, this is not what the students perceived from their experiences in institutional decision-making. Based on the data, this study concludes that students play an advisory role at best, but more frequently are co-opted into serving the desired ends of the administration in a hegemonic fashion. This study offers both suggestions for praxis, and raises questions for further research, in an attempt to reconcile the tensions between the corporatization of higher education and the cultivation of democracy.

ABSTRACT The aim of the study was to examine Graduate Students’ perceptions of their most positive leadership experiences, unearth what gives life to their leadership, and to identify the ways in which they conceptualize leadership development. The objective was to arrive at concepts of exemplary leadership that may be used to inform change strategies and create a framework for a student leadership development program. Responding to this issue required a methodological approach which was participatory, co-constructive, and dialogical. As a result, in order to adequately investigate the phenomena of leadership and leadership development from the participants’ point of view, and to arrive at their perceptions of positive leadership, I used a qualitative case study which was conducted through an Appreciative Inquiry (AI) process. The main data collection methods were individual and focus group appreciative interviews. A sample of five Graduate Student Leaders from a university in a Western Canadian province was used in this study. As the participants shared their perceptions of their most positive leadership experiences six key findings emerged. First, positive leadership experiences for the participants resided in the confluence of “being,” “learning,” and “doing.” Leadership was a co-active process in which expressing emotions, receiving affirmations, acquiring new knowledge, and producing life affirming results acted as a force for elevated performance. Second, positive leadership experiences of the participants were framed around collective and interactive efforts to build interpersonal relationships in the community in which the leadership process was taking place. Third, the participants perceived leadership as an emotional process whereby leaders gain knowledge of followers’ emotions through listening, appraising, and expressing authentic care. Fourth, the expression of emotions in leadership for the participants enhanced the leadership relationship and acted as an energizing and actualizing force in personal development. Fifth, the participants viewed empathy as a fundamental leadership strength that yielded multiple interrelated benefits such as the facilitation of individual growth and social connections. Significantly, another interpretation that was gleaned from the data was that the industrial notion of leadership of the “man at the top” lingers and functions as a predictor of leadership success. The participants’ conceptualizations of leadership development revealed two major findings. Primarily, leadership development is an interplay between self-development and institutional initiatives. Additionally, leadership development and self-development were inextricably embedded; understanding oneself as a leader involved the reflective process of understanding oneself as a person. Consistent with the objective of this study, a framework for a leadership development program was proposed based on an incorporation of the perceptions of the Graduate Student Leaders’ most positive leadership experiences and their understanding of leadership development. The framework presented is accompanied by explanations of the choice of each concept within the framework and justification based on previous research findings, as well as excerpts from the participants’ responses. Having taken an appreciative and positive approach to understanding Graduate Students’ leadership experiences I conclude that the concepts that emerged are powerful arguments for nurturing the student voice, and that there is much more to be discovered for the expression and framing of leadership in organizational life, academia, and the community. Furthermore, I submit that we need to deliberately engage appreciative processes so as to enhance our capacity to create leaders who articulate optimistic organizational relations and a deep appreciation of self and others.

This study examined the leadership development experiences of adolescents participating in a school-based leadership program. A case study of ten Grade 8 students is described based on qualitative data from student response journals, field notes, and program documentation. Evidence from the study suggests that adolescents value and benefit from leadership development experiences and opportunities. Leadership development experiences that adolescents find meaningful are those where they are: (1) actively engaged in experiential learning opportunities; (2) granted freedom and increased responsibility; (3) able to work in educational groups; (4) given interesting learning experiences; (5) supported by positive role models; and (6) long-term participants. Leadership experiences benefit students by: (1) allowing adolescents to feel like they can make a positive impact on their world; (2) giving adolescents an improved sense of self; (3) teaching students essential skills; and (10) giving adolescents the opportunity to build relationships with like-minded individuals.

This study examined the leadership development experiences of adolescents participating in a school-based leadership program. A case study of ten Grade 8 students is described based on qualitative data from student response journals, field notes, and program documentation. Evidence from the study suggests that adolescents value and benefit from leadership development experiences and opportunities. Leadership development experiences that adolescents find meaningful are those where they are: (1) actively engaged in experiential learning opportunities; (2) granted freedom and increased responsibility; (3) able to work in educational groups; (4) given interesting learning experiences; (5) supported by positive role models; and (6) long-term participants. Leadership experiences benefit students by: (1) allowing adolescents to feel like they can make a positive impact on their world; (2) giving adolescents an improved sense of self; (3) teaching students essential skills; and (10) giving adolescents the opportunity to build relationships with like-minded individuals.

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 202-212).

The research in this thesis explores how and why student leadership of learning with ICT can impact the knowledge, practice and environment in one high school. Interest in student participation and student voice increased with the adoption of the UN Convention on the Rights of the Child over a decade ago by countries including the UK, USA and Australia, but questions remain as to whether or not this has resulted in schools becoming more democratic. Although much valuable research has been done relying on the views of students themselves, few studies actually examine student participation in school leadership. This research therefore seeks to further understanding in this area by exploring student participation in school ICT policymaking, and the consequences of this involvement.I set up a student-led project at an independent private secondary school in the south-east of England. This project, which lasted 8 months, became a lens through which I examine student leadership of ICT for learning. Twenty-five students aged 14–19 led staff at the school in developing research-based ICT policy statements for recommendation to the school’s senior management team. They formed a consortium in which the 13 staff members served as their ‘critical friends’, and worked with them in devising the policy recommendations. I studied this project over 33 months using case study methodology. Data generated through observations, participant interviews and document analysis, along with literatures in related fields of educational technology, educational leadership and student participation are used to address how and why student leadership of ICT for learning can contribute to changes in knowledge, practice and the school environment. Distinctly, the specific Doctoral research investigates the role of these students in leading learning with ICT from the perspective of a researching practitioner: not just what role they can and do play but also what are the consequences of their involvement in school policymaking. The findings show that (1) ICT leadership at the school is problematic, and students hitherto played no part in decision-making about school and classroom ICTs; (2) the student-led project highlighted the fact that students can provide knowledge and understanding about digital technologies, and that there is need for students and staff to develop a shared ethos about ICT for learning at the school; (3) students are quite capable of leading ICT changes in the knowledge, practice and environment at the school. The thesis goes further to use Bourdieu’s thinking tools—field, habitus, capital and strategy—to conceptualise student leadership in practice.

Introduction: Student leadership is currently a critical topic at South African universities. Leadership skills are essential to the development of humanity and universities play a vital role in the development of students to become future leaders. The development and practice of leadership at university level can benefit student development and can contribute to the good of society, which is crucial at this date and time. However, very limited research has been done on what motivates students to develop their own leadership skills. Research purpose: The objective of this study was to explore the factors that motivate students participation in leadership development at a selected South African Higher Education Institution. In essence, the study aims to explore possible factors that contribute to students participation in leadership development and to make recommendations for future leadership development initiatives at university level. Motivation for the study: As far as could be determined, this was the first study on the motivational factors that influence students interest in leadership development at university level, in particular in South Africa. This study can assist universities in exposing more students to leadership development. Essentially, it can enable universities to grow their own pipeline of leaders that can be engaged in the universities own leadership structures and will contribute to the good of society. Research methodology: An exploratory quantitative research design with supplementary qualitative questions was used. Convenience sampling was used and data were gathered from students of a selected South African Higher Education Institution (N = 78). Participants completed the Leadership Attitudes and Beliefs Scale (LABS), the Academic Motivation Scale (AMS) as well as biographical questions. Main findings: The results of the study indicated that the LABS and AMS are valid and reliable instruments for use in higher educational institutions. The results of the empirical findings of this study were unexpected. No significance in terms of hierarchical and systematic thinking was found in the descriptive statistics. A strong correlation was found between EM identified and EM external regulation. The results indicated that gender differed significantly on the subscale Intrinsic motivation toward accomplishment as well as Extrinsic motivation identified and Extrinsic motivation external regulation. The study found that previous leadership exposure might serve as motivation for students to further develop their leadership competence. Significance of the study: No similar research could be found in South Africa or in the international context. The findings of this study do not only provide valuable insights into the theory of student leadership, but also provide insight into the practical implementation of student leadership development at universities. The study creates awareness of the critical importance of investment by universities in student leadership development. Limitations and future research: This study emphasised the need for and relevance of future research on this topic. The convenience and homogeneous nature of the sample as well as the sample size complicated the effort to make definite conclusions about motivational factors. It is therefore recommended that a larger sample size be used in future research to ensure a representative distribution of a heterogeneous student population. Conclusion: The development of student leadership is a critical issue for universities and society as a whole. In light of the results of this study and the current situation that universities in South Africa are faced with in so far as student leadership is concerned, further research should be conducted into this topic. / Mini Dissertation (MCom)--University of Pretoria, 2016. / tm2016 / Human Resource Management / MCom / Unrestricted

This applied dissertation was conducted in order to compare levels of socially responsible leadership, as reported in the Multi-Institutional Study of Leadership (MSL, Dugan & Associates 2012; Dugan, Komives & Associates, 2009), between students at community colleges and 4-year colleges. The problem this study addressed was the relatively limited knowledge about the leadership development of students attending community colleges (Basham & Mathur, 2010; Cloud, 2010). Students who have the ability to engage in on-campus activities have a greater opportunity to become involved in any one of a variety of leadership positions and activities such as student-organization officers, student employment, retreats, and trainings. Engaged students, therefore, are more easily able to translate leadership involvement into specific skills that can be included on their resumes and marketed to future colleges or potential employers. An adapted version of the MSL scale (Dugan & Associates 2012; Dugan, Komives & Associates, 2009), an instrument created to observe the effects of postsecondary education on the leadership development of college students, was administered to over 300,000 students at approximately 250 institutions. Specifically, the instrument investigates college experiences and their influences on leadership-related outcomes of students such as complex cognitive skills, social perspective-taking, and leadership efficacy. Results revealed significant differences between students attending community colleges and those from 4-year colleges with regard to several values of leadership development: change, citizenship, controversy with civility, and consciousness of self. It can be concluded that students attending community colleges, when compared to those from 4-year colleges, have significantly higher scores for change, controversy with civility, and consciousness of self. In comparison, students from 4-year colleges have higher citizenship scores.