Browsing by Subject "Educational leadership--United States"
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Item The acts of leadership in technology implementation in rural and economically disadvantaged school districts : selected district personnel perceptions(2003-05) Ott, Bobby Carl, 1974-; Phelps, Donald G.The implementation of technology in education provides an additional route for facilitating student learning. Educators are charged with performing acts of leadership that provide guidance and opportunities for learning to occur. These leadership acts are unique to the situation and circumstances of each school district. To utilize technology to facilitate student learning, it is imperative to understand the leadership acts required of superintendents and teachers in this process. The purpose of the study was to identify the acts of leadership in planning and implementing technology in rural and economically disadvantaged school districts, as perceived by educators in Ramirez Common School District and Matagorda Independent School District. The study featured a qualitative methodology utilizing the Interactive Qualitative Analysis (IQA) process to collect and analyze data from two focus groups of teachers, two mass interviews from the teacher focus groups, and two individual interviews from the superintendents for comparison and validation purposes. Data from the focus groups were used to establish the interview protocol. The interviews were transcribed and coded to elaborate on the emerging affinities from the focus group activity. The findings of the study revealed that each teacher focus group discovered five acts of leadership in implementing technology in rural and economically disadvantaged schools. Three identified acts of leadership were recognized as commonalities in each of the focus group activities, leaving a composite list of seven identified leadership acts in implementing technology in rural and economically disadvantaged schools. Results showed that long-term and ongoing professional development, onsite technical support, and curriculum integration were three commonalities between both school districts in the proper and effective implementation of technology to facilitate student learning. The study also revealed the perceptions of how these leadership acts effect each other in the implementation of technology. Based on the findings and conclusions, a list of recommended leadership acts was proposed for superintendents and teachers who may be charged with the duty of planning and implementing technology in rural and economically disadvantaged school districts.Item Hispanic female superintendents' perceptions, construction, and enactment of educational, managerial, and political leadership(2004-05) Rodriguez-Casas, Maria Reyes, 1965-; Ovando, Martha N., 1954-The purpose of the study was to examine the experiences of three Hispanic female superintendents as they lead public school districts. Using a phenomenological research approach, the researcher focused on the perception, construction, and enactment of the educational, managerial, and political leadership roles of their superintendency. Data was collected through interviews, observations, and documentation. The study findings indicated that their perception of the educational leadership role was student learning-centered. The managerial leadership role was perceived as an enabler for acting in the best interest of students and as facilitator for initiating and sustaining improvement in the educational organization with a focus on student learning. The political leadership role was seen as working with all stakeholders to support student learning. The construction was based on the knowledge acquired throughout the participants’ career pathways to attain the procedural knowledge. The enactment reflected the utilization of the acquired knowledge applied in their respective districts. The educational leadership role meant building collaboration and open communication, focusing on student learning, incorporating an improvement planning process, and conducting campus and classroom visitations. The managerial leadership role meant focusing on students, working with the administrative team, building and supporting collaboration, and managing through financial planning. The political leadership role meant working together to improve student learning, understanding the board and superintendent roles, ensuring a two-way communication, providing on-going training, and promoting parental and community involvement. Overall, the phenomenological study warranted three conclusions. The first conclusion was that there are common characteristics related to each of the superintendency leadership roles. The second conclusion was the emerging theoretical framework integrating the perception, construction, enactment, and meaning of the superintendency leadership roles as a cycle of leadership learning. Whereas, the perceptions were a declarative knowledge of ‘what’ each leadership role is about. The construction was the experiential knowledge of ‘how’ it was acquired. The enactment of the leadership role was the procedural knowledge of ‘what’ and ‘how’. The meaning was the contextual knowledge of ‘what’, ‘when’, ‘where’, ‘why’, and ‘how’ to do in each leadership role. The third conclusion was the three dimensional leadership roles are student-learning centered.Item Leadership as healing : developing an innovative partnership model in healthcare education(2001-08) Wallace, Juanita Swenson, 1947-; Lasher, William F.; Brown, Ronald M.Item Men and women in community college leadership: a qualitative study(2004) Gregg, Kori Ann; Roueche, John E.This study identified characteristics, attributes, and behaviors perceived to contribute to success in the community college presidency. In addition, this study also examined differences in those perceptions according to gender. The study utilized two focus groups, which were selected and delineated by gender. The focus groups consisted of current community college leaders at the director level and above and were asked to identify factors (affinities) that they believe lead to the success of a community college president. Each focus group identified twelve affinities. Interviews of twenty current community college presidents (ten men and ten women) were then conducted to examine their experiences with each of the affinities. Each president was interviewed from the affinity list determined by his or her respective gendered focus group. The findings were 1) Factors that lead to success in the community college presidency are not gender bound. Leadership is androgynous and the attributes needed to be successful in the presidential role can be the same for both men and women. 2) Stereotypes lead to perceptions that men and women are different. Women are more attuned to the effects of stereotyping. 3) Some differences are attributable to how men and women process language. Men and women process language differently and this may be mistaken for differences in content. Although women and men may use different labels, oftentimes the content of what they are talking about is the same. 4) There are some differences between men and women in leadership styles. Women focus on relationships and interactive communication, men focus on independence and information dissemination. 5) Leadership is a learned behavior and it is possible to gain knowledge and skills to continually enhance personal leadership attributes.Item Organizational climate and emotional intelligence: an appreciative inquiry into a "leaderful" community college(2003) Yoder, Debra Marie; Moore, WilliamIn an era of unprecedented challenges and such rapid change, community colleges need effective leadership that brings out the best in people, organizations, and communities. This qualitative study was based on interpretive research using Appreciative Inquiry (AI). Appreciative inquiry is a 4-D cycle: discovery, dream, design, and destiny. AI is action research that is a radically affirmative approach searching for the best in people and their organizations. It involves systematic discovery of what gives a system “life” when it is most effective. AI is based on social constructivist theory and is a collaborative and highly participative approach to inquiry. The participants engaged in appreciative interviews using provocative positive questions on the topic of emotional intelligence and organizational climate. Both appreciative inquiry and emotional intelligence are vii evolving constructs. By integrating the technique (appreciative inquiry) with the topic (emotional intelligence) the question of how emotionally intelligent leadership affects organizational climate was explored. This study addresses potentially useful questions about the characteristics of emotional intelligence and its possible implications for affecting organizational climate.Item The political sophistication of district-transforming superintendents(2002) Alemán, Delfino Miguel; Wagstaff, Lonnie H.The purpose of this study was to explore the perceived political sophistication of two selected urban superintendents: one who transformed the school district into a significantly improved school system and the other who successfully initiated school improvement measures. It was an attempt to understand and describe the political thinking, knowledge, skill, and participation of two unique superintendents. Contemporary educational leadership research has identified the actions and political skills of community-creating superintendents (e.g., Johnson, 1996; Owens, 1997). However, they are not anchored in the political science literature. Nevertheless, there is a vacuum in the educational community’s understanding of the urban superintendent’s political sophistication. The current economic, political, and social environment of large cities requires superintendents to have political expertise. Qualitative research methodology was used to investigate the questions of the study. The study’s approach was multi-site and multi-case. The study analyzed primary data from interviews with superintendents, school board trustees, city leaders, and other selected leaders. The data indicated that urban district-transforming superintendents have a sophisticated level of political expertise. They interpreted the political dimension of their position as a political symbol, contextual engagement, communication, child-centered advocacy, values-driven resource allocation, and pragmatic problem management. Furthermore, the data indicated that their political expertise has at its core a value for fairness, a care ethic and an agenda that calls for maximizing human development through quality education. The superintendents’ political sophistication roots have their origins in the family’s political culture and environment. The occupation-experience stage of their political socialization process was critical in the development of district-transforming superintendents. They viewed communication as a political skill category. Five distinct kinds of communication were identified. The data also indicated that political knowledge use was a political conceptualization category. Eight knowledge types were identified. The superintendents interpreted political strategy as a thinking/planning category. Nine strategies were identified. Outside of education, the superintendents engaged in two kinds of political activities: voting and contributing to election campaigns. Finally, recommendations were made for training and further research.Item Professional development of principals instructional leadership behaviors(1995-05) Molina, Eva Samarripa; Not availableItem Superintendent leadership for developing school districts as learning communities(2002) Soehnge, Karen Kay Franz; Reyes, Pedro, 1954-Learning community has to do with personal and professional commitments. Learning community is evidenced in the overall quality of organizational life and with how people feel about each other and about their work. Furthermore, learning community provides the culture and the environment that encourages people to fully maximize their skills and talents, giving them the freedom to explore new ideas and new solutions which ultimately lead to significant and sustainable improvements in student learning and in the attainment of organizational goals. Leadership is critical in establishing the culture, the structures, and the expectations for the creation of learning community. The primary purpose of this study was to examine the leadership perspectives and behaviors of superintendents in developing learning communities. This was a multiple case study of two superintendents of large, complex educational organizations who are working to create learning communities. A cross case analysis was conducted to establish prevalent themes common to each of the cases. Data were collected through the use of interviews, document analysis, and observation. This study contributes to the field of educational administration by identifying the critical elements of superintendent leadership necessary to create organizations that can be characterized as learning communities. In addition, implications for research and practice were identified.Item The tripartite self : gender, identity, and power(2004) Cadenhead, Juliet Kathryn, 1961-; Moore, William, 1928-Historical patterns of gender discrimination have dominated the sphere of access of groups of individuals to higher education. For hundreds of years, white heterosexual men have enjoyed the luxury of continuing education that was frequently the hallmark of how they saw and identified themselves. Similarly, most educational studies of have used white heterosexual males as subjects. It is important for women to be able to identify and evaluate their own personal characteristics and the patriarchal system for whence they evolved. The study was conducted to increase awareness of the stories and perspectives of female leaders in the community college; what constitutes women and men’s identity and how those definitions affect leadership. Small inroads have started to be carved out for women, particularly in the community college environment. The purpose of this qualitative study was to explore the stories and perspectives community college women and men had to tell regarding their definitions of identity, a comparison of how this definition was similar and different between women and men, and finally, how those different meanings relate to leadership. Using a Constructivist/Interpretivist theoretical framework, where all knowledge is socially constructed, the women and men selected participated in focus groups and interviews giving rich narratives as they relate to leadership identity. The findings of this study suggested that community college women and men faced gender variations and that these factors played a large role in how women and men defined their identity. Personal definitions of identity also differed between women and men and the similarities and differences between the two groups were used to examine leadership style. Recommendations to assist and expedite the advancement of women and men recognizing and honoring their unique range of diversity were discussed.Item A woman's way of leading : the story of a successful female school superintendent(2002-05) McAndrew, Sara Boone; Scheurich, James Joseph, 1944-The purpose of this study was to tell the story of a successful female school superintendent who led her district to high levels of success and maintained that status for over two years. With the percentage of women public school superintendents remaining under 20%, the problem of the under representation and marginalization of women leaders has troubled the profession, the state and the nation. A few women have gained access to the superintendency, maintained and excelled in the position, and led their districts to high levels of success. This study told the story of such a superintendent. Focusing on the experience of one female superintendent, the study identified four major themes that included personal history and educational, xi political, and managerial leadership, and intersected with six sub-themes of character, conviction, commitment and collaboration, communication, courage, and challenge. Interpersonal, intrapersonal, political and managerial communication emerged as the dominant elements through which the superintendent blended and managed the different interests that collided in her leadership arena. The study resulted in findings that merited attention including support of the literature that pointed to the under representation and marginalization of women superintendents. The study supported previous research that described female superintendents as disadvantaged by the systems of recruitment and selection and by the male construction of the role. Despite these barriers, the story of this successful female superintendent primarily revealed a history of high achievement and outstanding accomplishment. Understanding leadership through this woman’s story supported the reconception of leadership to include the experiences of women as well as men and added to knowledge that could benefit both genders in understanding exceptional practices in leadership. The story of her success addressed the inequities that have plagued other women and called for continued research that would provide new information to women to aspire to the public school superintendency. This study called for educational leadership preparation programs in universities and in current xii educational settings that focus on the inequities of gender bias in order to increase the skills of all leaders. This story of a woman’s way of leading proved compelling and a story worth telling.Item The X factor: Generation X leadership in early 21st century American community colleges(2003) Goben, Allen Floyd; Roueche, John E.A gap exists in the literature between generational studies and community college leadership studies. Concurrently, there is a wave of retirements occurring in American community colleges. The retirement phase is projected to continue, at least, throughout the first decade of the 21st Century. Thus, generational studies are becoming more and more pertinent to community college districts. Since the social age cohort commonly referred to as Generation X is at the appropriate age/experience/education level to fill many vacancies as elder peers retire, this study was focused on opening a dialogue about how Xers might like to lead or be led- and how those preferences are likely to fit with selected established and emerging leadership theories. The goal of the research is to encourage conversation about successful integration of Xers into community college leadership roles. Therefore, the qualitative study is best described as a window through which Xers might be viewed in the specific context of early 21st Century American community college leadership. Generalization of the findings is left up to the reader to determine due to the structure, scope, and context of the study. However, clues did emerge that may be useful in understanding Generation X dynamics and possible implications of an Xer plurality in community colleges. A potential blueprint is offered for successful interaction with Xers combining knowledge from extensive Generation X literature review, a literary review of selected leadership theories, interviews with Xers identified as talented Generation X community college administrators, and the researcher’s observations of Xers both within the study context and from a lifetime of experiences as an Xer.