Den här studien utforskar genom fenomenografins arbetssätt, vad det innebär för rektorer att undervisningen vilar på vetenskaplig grund och beprövad erfarenhet samt hur rektorerna arbetar för detta på sin skola. Skollagen från 2010 har i första paragrafen inskrivet att utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet.  Genom intervjuer har rektorer i gymnasieskolan svarat på vad skollagens nya skrivning innebär för dem. Rektorerna har svarat på vad det innebär för dem att undervisningen på deras skola ska vila på vetenskaplig grund och beprövad erfarenhet och hur de arbetar för att detta ska komma till stånd. En differentierad bild ges av gymnasieskolornas olika förutsättningar att anta denna utmaning. Rektorerna visar på svårigheter med att ge alla elever samma förutsättningar, då bland annat ämne och programtillhörighet ger olika möjligheter. Rektorerna ger också en bild av att förlita sig på lärarnas utbildning och kompetensutveckling. / This study explores by the phenomenographic way of working, what it means for principals´ that education is scientific ground and evidence based and how the principals´ work to achieve this at their schools. The school law from 2010 has in its first paragraph inscribed that education should be scientific ground and evidence based. Principals´ at upper secondary schools have through interviews answered questions on what the new school law writing means to them. The principals´ have given replies on what it means for them that education at their schools is scientific ground and evidence based and how they work for this to become a standard.  A differentiated picture is given by the upper secondary schools different conditions to accept this challenge. The principals´ point out difficulties in giving all the students the same possibilities, when subject and belonging to a certain program give students different possibilities. The principals´ rely on the teachers´ education and skills development.

Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains vii, 204 p. : ill. Includes abstract. Includes bibliographical references (p. 167-179).

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Carl Lashley; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed May 11, 2010). Includes bibliographical references (p. 192-198).

Thesis (M.A.)--University of North Carolina at Wilmington, 2006. / Includes bibliographical references (leaves: [76]-78)

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 199-212) and appendices.

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Thesis advisor: Rebecca Lowenhaupt / Critical Consciousness (CC) refers to a critical theory that recognizes oppressive systems and provides those oppressed with a framework to overcome and act against these structures. Although the theory’s origin addressed illiterate adults and empowered them to become critically aware, critically reflective, and active agents of change, researchers have applied this theory to marginalized students in school and other oppressed communities. This study focused on the development of white school leaders as active anti-racist leaders using critical consciousness as a framework for this growth. Exploring white school leaders as transformative leaders - ones who become aware of their whiteness and leverage their positions to address inequities in the face of opposition - may provide a blueprint for other white school leaders. This study lends to the current research because few studies exist on critical consciousness development in white school leaders, the specific leadership strategies they employ, and the seeming effectiveness to foster critical consciousness in their schools. Ultimately, this study explored the development of critical consciousness and the leadership practices white leaders utilized to develop critical consciousness and to nurture active anti-racist educators as a praxis against inequities and oppression. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

A grade serves as the primary means of reporting feedback to teachers, students, and parents about the student's level of learning (Heflebower et al., 2014). Many schools have attempted to have teachers adopt standards-based grading, yet school leaders do not know teachers' perceptions about grades and grading. This quantitative study examines the perceptions of 1271 secondary teachers in one school district regarding grades and grading and how they may have changed as a result of the COVID-19 pandemic. Data collected from a survey reveals how changes in teacher perceptions about grades and grading may yield an opportunity for further standards-based grading reform. This study found that most teachers' consideration of grading practices remained the same when compared to pre-pandemic conditions. However, when they did change, it was generally in favor of positive movement towards standards-based grading principles and practices. It is anticipated that this study will help school leaders better understand teachers' perceptions of grades and grading practices as they attempt to transition to standards-based grading systems.

As rates of autism diagnosis continue to rise, more autistic students are graduating high school, and seeking to pursue postsecondary education options. Dual credit coursework has proven to be advantageous for college enrollment, success, and completion rates. Autistic students, however, are not equally represented in these college-level courses. The purpose of this qualitative study was to review dual credit recruitment practices and experiences, as told from the perspective of autistic students who completed one or more dual credit courses. Relying on student voice and a disability studies perspective, the intent of this study was to inform school leaders on how to facilitate the recruitment and participation of autistic students in dual credit courses, reducing the impact of institutional ableism. Traditional informational sessions proved ineffective as a recruitment tool. While parents influenced students' decisions to enroll in dual credit classes, parents' previous college experience factored into how much support students received. Teachers had the most meaningful influence due to their personal relationships with the students. Students with early-identified advanced academic ability received more encouragement to enroll, suggesting staff training and recruitment intentionality are key components for increasing autistic students' enrollment in dual credit programs. The intense bullying that students experienced in their traditional secondary classes versus the more accepting dual credit postsecondary learning environment also influenced their decisions to enroll and remain in dual credit classes. Implications for future practice and recommendations for future research are provided.

Little is known about how school leaders of color implement social justice leadership praxis within the urban public charter school context, especially amid a global pandemic and heightened racial injustice. This study aimed to better understand the phenomenon of being a social justice leader of color, specifically examining how these leaders implemented practices and policies aimed to minimize the marginalizing conditions within their school communities. The dissertation study was qualitative in nature and utilized a phenomenological framework to provide an in depth understanding of the policies, practices, and mindsets of nine school leaders of color (eight principals and one assistant principal). Approximately three, 90-minute semi-structured interviews were used to build rapport with participants and explore their responses so that they could reconstruct their experiences leading for social justice and make meaning from them. The findings were clear: school leaders for social justice engaged in practices that were student-centered, supportive of their staff, and involved community for insight, even amid socio-political challenges. With every decision they made, which was influenced by their lived experiences with oppression, they prioritized and considered the voices and experiences of those who were and are traditionally marginalized to ensure that systems centering Whiteness were not perpetuated within their schools.