This exploratory synthesis of research was the product of three years of
dissertation research efforts that systematically reviewed 23 years of empirical articles
between 1983 (or its inception) and 2006 from three of the most highly regarded
educational administration journals. Specifically designed to collect investigative data
and information from primary research contained within Educational Administration
Quarterly, the Journal of School Leadership, and the Journal of Educational
Administration; this research synthesis drew upon various research methods to
propose pragmatic insights and proffer an empirically founded response to: What has
the educational administration profession learned from the research efforts that were
independently conducted, presented, and published about the overall connections
between school superintendents and education's technical core -teaching and learning
in schools?
Results from employing meta-analysis, descriptive synthesis, and thematic
synthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however,
these connections have evolved from the traditional connections presently maintained
by campus administrators and to new connections that meet the increased
responsibilities and complexities of the superintendents' role. The thematic synthesis,
reinforced by descriptive syntheses, indicated 15 separate superintendent - technical
core constructs that promote new areas for investigation; however, the extent and
strength of these constructs have yet to be determined.
The impact from the next step suggestions for future research indicate that
effects could range from educational administration knowledge base contributions to
refining in-practice standards and professional development programs. The possible
knowledge base contributions, coupled with specific in-practice elements that
demonstrate superintendents' direct impact on the technical core, may be the
necessary raw materials from which a foundational framework that clearly redefines
the superintendent - technical core connections may be forged by scholars and
implemented by district leaders to improve teaching and learning in schools.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/85923 |
| Date | 10 October 2008 |
| Creators | Shidemantle, Steven Paul |
| Contributors | Hoyle, John R. |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation, text |
| Format | electronic, born digital |
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