This case study seeks to understand the implications of Dr. Robert D. Morrow's leadership and management practices and their effects on the direction of Tucson Public Schools. Dr. Morrow was superintendent in Tucson from 1941 through 1968. In the 28 years of his tenure, Tucson grew from a small, provincial town into a major metropolis in the United States southwest. The research on the leadership and management practices of superintendents is limited. This case study reviews these characteristics from a historical standpoint using the scholarly literature of past and current educational leadership and management. The central questions of this research case study are: In what ways did Robert D. Morrow seek to solve problems within a growing school district? What personal and professional leadership style and management ability did Dr. Morrow practice within the context of a growing school district? How did Dr. Morrow address the challenges and responsibilities necessary for a superintendent to move the school district forward in a progressive manner in an expanding city after World War II? The central questions of this research study are supported by a total of six supporting questions. The data presented in chapter four are analyzed using a classification system that segments the data into topics. These topics are grouped into large clusters to form categories. The category of topics creates a systematic process to review and analyze the data across the framework of the design. A leadership matrix was developed to categorize the leadership styles and the questions of the research study. The treated data from the framework of the categories were used to determine which type of leadership style Dr. Morrow used to address the six questions of this study. The conclusions of this study were that Dr. Morrow's leadership was multi-dimensional. He was a decisive leader who applied democratic principles in his relationship with employees, communicated effectively with the governing board and applied his personal sense of morality and fairness to his practices as superintendent. Dr. Morrow was a visionary leader with strong values and defined goals for the school district.

<p> The study of transformative learning within collaborative teams was conducted to gain new applicable knowledge used to influence overall school improvement and implementation of professional learning communities. To obtain this new knowledge, the Professional Learning Community Collaborative Team Survey (CTS) was developed and psychometrically tested to identify indicators of transformative learning within collaborative teams. The CTS was sent to a purposive sample of 25 northwest Missouri schools that had undergone at least three years of membership within the Missouri Professional Learning Communities (MPLC) Project. Nineteen of the selected 25 schools chose to administer the CTS to an estimated overall sample of 457 teachers. The Northwest Missouri Region 5 Regional Professional Development Center (RPDC) provided blinded archival data of 234 to 255 responses per CTS item. Conclusions indicated the CTS was a reliable and valid instrument. Principal component analysis yielded two components confirming transformative learning within collaborative teams: (a) Purposeful Work and (b) Productive Relationships. A data reduction process produced two alternate versions of the CTS, which were also determined to be reliable and valid. </p>

On November 20, 1989, the United Nations General Assembly adopted the United Nations Convention on the Rights of the Child. As a signatory to the Convention, Canada has pledged to uphold the rights of children in all its public institutions, including schools. One of the guiding principles embodied in the Convention, age-appropriate participation, holds that young people have the right to be heard in matters affecting them and to have their views taken into account according to their age and level of maturity (article 12). This dissertation examines what legal and ethical implications this principle has for the Canadian education system. For instance, is the inclusion of children in educational decision-making consistent with desirable educational outcomes? Moreover, what legal obligations do schools possess when it comes to implementing the right to participate? Likewise, does our legislative framework in education support the right for children to participate and be heard in decisions affecting them? Drawing upon insights from the philosophy of education, this dissertation argues that not only is the right to participate theoretically grounded in the aim of promoting children's future capacity for autonomy, but also that upholding this right in education is an important means for ensuring that the education they receive will not impede their future autonomy (i.e. as adults and citizens), but will instead facilitate its growth and expansion. Unfortunately, the right for children to participate has not been adequately protected within education legislation. In addition, while there has been some judicial support for the view of children as citizens with rights to be heard, legal directives are often not applied in schools. As a result, despite Canada's commitment to the Convention, the realization of the right for children to participate and be heard in matters affecting them still remains haphazard and inconsistent in the education system. / Le 20 novembre 1989, l'assemblée générale des Nations Unies adopta la convention des Nations Unies sur les droits de l'enfant. En tant que signataire de la convention, le Canada s'est engagé à faire respecter les droits des enfants dans toutes les institutions publiques, y compris les écoles. L'un des principes directeurs renfermés dans la convention, la participation en égard à l'âge, maintient que les jeunes ont le droit d'être entendus dans les affaires les concernant et d'avoir leurs opinions prises en considération, en égard à leur âge et leur degré de maturité (article 12). Cette thèse examine les implications légales et éthiques qu'a ce principe pour le système d'éducation canadien. Par exemple, l'inclusion des enfants dans la prise de décision en éducation est-elle compatible avec des résultats éducationnels souhaitables? De plus, quelles obligations légales les écoles ont-elles lorsqu'il s'agit d'instaurer le droit de participer? De même, notre cadre législatif en éducation protège-t-il le droit des enfants de participer et d'être entendus en relation avec les décisions les concernant? Nous inspirant des idées de la philosophie de l'éducation, cette thèse argumente que non seulement le droit de participer est théoriquement ancré dans l'objectif de promouvoir la capacité future d'autonomie des enfants mais aussi que le respect de ce droit en éducation est un moyen important d'assurer que l'éducation qu'ils reçoivent ne nuira pas à leur autonomie future (en tant qu'adultes et citoyens) mais encouragera au contraire sa croissance et son expansion. Malheureusement, le droit des enfants de participer n'a pas été adéquatement protégé dans la législation relative à l'éducation. De plus, bien qu'il y ait eu un appui judiciaire en faveur de l'opinion des enfants comme citoyens ayant des droits d'être entendus, des directives légales sont peu souvent mises en pratique dans les écoles. Conséquemment, malgré l'engagement du Canada envers la convention, la réalisation du droit des enfants de participer et d'être entendus dans les affaires les concernant demeure fortuite et inconsistante dans le système éducationnel.

The objective of this study was to improve the practice of an elementary principal to enhance the teaching of literacy in an inner city school. Based in the literature on educational leadership and action research, this action research study examines how the role of the principal over a seven year period affected the teaching of literacy. In keeping with action research methodology, the study undergoes three 'think-act-reflect' cycles. These action research cycles inform practice, guide the development of literacy initiatives, and result in change. This evolution is documented in the form of vignettes throughout the thesis. Data collection consisted of personal reflections, field notes, results of a researcher-developed questionnaire given to teachers, administrators, and parents; and students' Developmental Reading Assessment scores. The data analysis incorporates both qualitative and quantitative methods to triangulate the research findings and to ensure that all of the key research questions are addressed in a trustworthy manner. Results showed that the nine literacy interventions employed by the principal were effective and that the principal's practice grew and improved over the study. Stemming from the analysis, an assessment tool was developed to measure the principal's effectiveness in promoting literacy, a measurement tool that can be used by other principals to gauge their own effectiveness in developing literacy initiatives. The thesis concludes with a reflection addressing the objective of the study, the contribution to living educational theory that conceptually frames the study and offers suggestions for future research in this area. / Le but de cette étude était d'améliorer la pratique d'une direction d'école afin d'accroître la qualité de l'enseignement de la littératie dans une école élémentaire urbaine en milieu défavorisé. Fondée sur la littérature portant sur le leadership pédagogique et la recherche-action, la présente recherche-action examine, sur une période de sept ans, comment le rôle d'une direction d'école influence l'enseignement de la littératie. En conformité avec la méthodologie de la recherche-action, l'étude passe par trois étapes soient : planifier, agir, réfléchir. Ces étapes renseignent sur la pratique, servent de guide pour le développement d'initiatives et mènent au changement. Cette évolution est documentée sous forme de vignettes tout au long de cette thèse. La collecte de données est constituée de réflexions personnelles, de notes prises sur le terrain, des résultats des élèves au Trousse d'évaluation DRA et des résultats d'un questionnaire développé par la recherchiste. Ce dernier a été complété par des enseignants, des administrateurs et des parents. L'analyse des données incorpore à la fois des méthodes qualitatives et quantitatives pour cerner les conclusions et s'assurer que les questions essentielles sont traitées de façon valide. Les résultats ont démontré que les neuf interventions utilisées par la direction ont été efficaces et que leurs pratiques se sont améliorées au cours de l'étude. Issu de l'analyse, un outil d'évaluation a été développé pour mesurer l'efficacité de la direction relativement à la promotion de la littératie. Cet outil peut être utilisé par d'autres directions pour évaluer leur propre efficacité quant au développement d'initiatives en littératie. Cette thèse se termine par une réflexion sur le but de cette étude, la contribution d'une théorie pédagogique qui cadre cette étude et offre des suggestions en vue d'une recherche éventuelle dans ce domaine.

The promotion of student involvement has been widely studied in education research that demonstrates benefits to students, teachers, schools, and society in general. This study examines the involvement of China's middle school students in teaching, class management, and school management. The purpose of this study is to raise the awareness of student democracy in middle schools in China, and in China's basic education reform. This study investigates educators' and students' views of student involvement and school practices involving students. This study also attempts to identify preconditions for, as well as barriers to, meaningful and effective student involvement in China's middle schools. The methods chosen include individual interviews, a group interview, and a questionnaire survey. Participants are educators and students of the middle school in China where the researcher conducted the field work. The findings reveal that even though both educators and students believe in the idea of student involvement, middle school student involvement is limited in practice in China. Examination-oriented education is considered the biggest challenge. According to the study's participants, a sound school support mechanism for student involvement can achieve student democracy in China's schools. This study positively responds to the current New Curriculum Reform in China, which calls for humanized education in which students are trusted as capable persons. A relationship of equality between teachers and students is valued. / La promotion de l'engagement étudiant a été largement étudiée dans les recherches dans le domaine d'éducation qui démontre des avantages aux étudiants, aux enseignants, aux écoles, et à la société en général. Cette étude examine la participation des étudiants du premier cycle du secondaire de la Chine dans l'enseignement, la gestion de classe, et l'administration scolaire. Le but de cette étude est de soulever la conscience de la démocratie étudiante dans les écoles du premier cycle secondaire en Chine, et dans la réforme de l'éducation de base en Chine. Cette étude examine les éducateurs et les points de vue des étudiants sur leur participation et leurs pratiques étudiantes. Cette étude essaye également d'identifier des conditions préalables pour, ainsi que des barrières à la participation étudiante significative et efficace dans les écoles du premier cycle secondaire en Chine. Les méthodes choisies comprennent des entrevues avec des individus et avec un groupe ainsi que un sondage basé sur des questionnaires individuels. Les participants sont des éducateurs et des étudiants de l 'école du premier cycle secondaire en Chine où le chercheur a fait ses enquêtes sur le terrain. Les résultats révèlent que quoique les éducateurs et les étudiants croient en l'idée de la participation étudiante, la participation étudiante pratique est limitée dans les écoles du premier cycle secondaire en Chine. L'éducation orientée et basée sur les résultats des examens est considérée le plus grand défi. Selon les participants de l'étude, un mécanisme solide de soutien d'école pour la participation étudiante peut réaliser une démocratie étudiante dans les écoles en Chine. Cette étude répond d'une manière franche à la nouvelle réforme d'éducation courante en Chine, qui revendique une éducation humanisée dans laquelle des étudiants sont considérés digne de foi en tant que personnes capables. Les relations égales entre les enseignants et les étudiants ont aussi été évaluées.

This thesis investigates the growth of non-governmental education providers of Iran. From a grounded theory approach, this study starts with no particular hypothesis. The study begins with a historical review of the Iranian education system in order to reveal the important role of non-governmental organizations (NGOs) in education system of Iran. Then, the theoretical concepts of NGOs as well as organizational growth are reviewed to illustrate the boundaries of study. After that the paradigm and methodology of the study are explained. The analysis is conducted in four steps: firstly the open and axial coding process together with a back and forth process of interview and literature review identifies seven growth elements. Secondly, a selective coding procedure reveals the importance of relationships among elements. Thirdly, a theoretical sampling process explains the big picture of growth dynamics. Finally, two scenarios or two chains of typical challenges of growth at the start-up stage of Iranian educational NGOs are suggested. / Cette thèse étudie la croissance des fournisseurs de l'éducation Non-Gouvernementales de l'Iran. Du point de vue théorique pur cette étude commence par aucune hypothèse particulière. Cette étude commence par une revue historique du système éducatif iranien afin de révéler le rôle important des organisations non gouvernementales (ONG) dans le système éducatif de l'Iran. Puis, le concept théorique d'ONG et de la croissance organisationnelle est passé en revue afin d'illustrer les limites de cette recherche. Par la suite, le paradigme et la méthodologie de cette étude sont expliqués. L'analyse a mené en quatre étapes: d'abord, le codage ouvert et axial en suivant un processus interactif de l'interview et ensuite les résultats de la littérature pour identifier les sept éléments de croissance. Deuxièmement, codage sélectif, pour la recherche des éléments de base, révèle l'importance des relations d'éléments. Troisièmement, l'échantillonnage théorique explique la grande image de la dynamique de croissance et des boucles de rétroaction de causalité. Enfin, la quatrième étape propose deux scénarios ou deux chaînes de défis typiques de la croissance au stade de démarrage d'ONG d'éducation iraniennes.

<p> Since the beginning of the Positive Behavior Interventions and Support (PBIS) program in the Study School District there has not been an evaluation of its effectiveness in reducing student discipline referrals and student suspensions and its success in promot-ing a positive learning environment leading to improved academic achievement. </p><p> This study determined the effectiveness of the Positive Behavior Interventions System (PBIS) in the Study School District. It focused on determining the fidelity and consistency of implementation of PBIS in the District, the effect of PBIS on reduction of office discipline referrals and student suspensions from school, teacher attitudes toward implementation of PBIS, teacher morale since inception of PBIS, and parent perceptions of the effectiveness of PBIS in promoting positive student behavior. </p><p> The results of this mixed methods study determined that there was a difference in the number of office discipline referrals during the four years since implementation of PBIS. The study also determined there was a difference in the percentage of referrals in the three major types of categories of office discipline referrals; school regulations, violent, and nonviolent. When the study analyzed the standardized test scores grades third through seventh and high school, did not evidence a measureable difference in student academic achievement based on ISAT performance during the four years following the implementation of PBIS. However, eighth grade did evidence a measureable difference in student academic achievement. Finally, the study determined there was not a measureable positive perception by staff and parents of PBIS with the exception of one statement on a Likert Scale survey.</p>

<p> School principals are expected to lead the major changes and intense curricular work of implementing Common Core State Standards at their school sites. In addition to existing administrative duties and instructional responsibilities, this calls for site administrators to possess transformational leadership skills and attributes in order to lead effectively and purposefully through change in the 21st century. Since education has begun to value leadership coaching for school administrators, this study examined the coaching model as a viable means of support for novice administrators in their development as transformational leaders. The purpose of this ethnographic research was to study the culture and experiences of secondary administrators (principals and assistant principals) who had been coached in the blended coaching model in a job-embedded coaching program. This study explored the context and processes of the coaching experience of secondary administrators that enhanced transformational leadership skills through the lens of the 10 domains of transformational leadership. The methodology consisted of a qualitative approach utilizing an ethnographic design. The qualitative protocols included individual interviews consisting of open-ended questions, observations, and artifact analysis. The results of the Transformational Leadership Skills Inventory (TLSi) were utilized to triangulate the data. Analysis of the data revealed that secondary administrators who participated in the blended coaching model focused on the development of transformational leadership skills. Coachees perceive these domain areas as most important to address within the coaching process. The secondary administrators who participated in the blended coaching model focused on the development of transformational leadership skills that harness the potential of others to seek solutions and build a vision of change for the future. In addition, because the coaching experience was responsive to each administrator's job-related challenges and responsibilities at his or her school site, the coaching experience focused on real-time, job-embedded problem solving and decision making. Recommendations for future research to deepen the knowledge of leadership coaching and the development of transformational leadership skills are offered.</p>

<p> The central question of this dissertation is, "How does a full-service community school interact with neoliberal education reforms as demonstrated through its teachers?" First, neoliberal education reforms are defined as those reforms that rest on free-market principles that include, but are not limited to: choice, accountability, opening of public sectors to private investment, competition, and individualism. Second, Full Service Community Schools (FSCS) are defined as any school where social, mental, and health services that benefit the entire community are deeply connected to the school itself. In some cases, these services are housed within the school. The result of these types of partnerships is a fully integrated combination of community and school, where both have a vested interest in the growth and prosperity of the other. Thirdly, the choice of the word "interact" is intentionally made as to leave room for a myriad of ways that these two worlds come together and to not foreclose any possible descriptions of such an interaction. Lastly, the locus of this interaction is the teachers within the school. This is done for two reasons: the first is to hone the specifics of the study, and the second is to give voice to teachers, who are the subject of much derision as a result of the neoliberal education reform efforts. Eventually, this dissertation moves away from teacher practice and into how such reforms are embodied in teachers and students by relying on several theoretical metaphors. These embodiments are then considered vis-&aacute;-vis the Full Service Community Model.</p>

<p> One of the greatest challenges our society faces is how to transform a fundamentally inequitable educational system. The societal inequities marginalized groups witness and experience on a daily basis are magnified by hegemonic educational policies and practices which produce, reproduce, and reinforce the concepts of white privilege. Developing transformative leaders is crucial given educational leadership is considered second only to teaching as an influence on students' learning. </p><p> This qualitative study examined the personal and professional growth of eight administrators and described the process by which these adults learn, internalized what they learn, and put their new knowledge into practice through socially just action within their schools and departments. The targeted professional development employed the tenets of critical race theory and principles of transformative leadership development as key elements toward addressing educational inequities. </p><p> The study provided insight into the lived experiences of educational leaders and explored their development of critical consciousness and how they utilized a lens of equity to effect personal and systemic change. The study grounded in critical race theory, transformational adult learning, and social justice leadership development revealed administrators who participated in ongoing, equity centered, professional development, shared similar experiences as adult learners and educational leaders in their professional roles. The results strongly suggested the impact this professional development had on their beliefs and behaviors was significant. These developing transformative leaders found the professional development to be relevant and urgent work resulting in the implementation of systemic change to varying degrees.</p>