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District Leadership and Systemic Inclusion: A Case Study of One Inclusive, Effective School District
Title
District Leadership and Systemic Inclusion: A Case Study of One Inclusive, Effective School District.
Creator
Jekanowski, Elizabeth C., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and...
Show moreInclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE ≥75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed. Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature. Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004815, http://purl.flvc.org/fau/fd/FA00004815
Subject Headings
Educational leadership--Case studies., Inclusive education--Case studies., Children with disabilities--Education--United States--Case studies., School management and organization--Case studies., Action research in education--Case studies., Mainstreaming in education--Case studies.
Format
Document (PDF)
LEADERSHIP CHARACTERISTICS OF GUATEMALAN PUBLIC PRE-PRIMARY SCHOOL LEADERS: A CASE STUDY IN AN AREA NORTH OF GUATEMALA CITY
Title
LEADERSHIP CHARACTERISTICS OF GUATEMALAN PUBLIC PRE-PRIMARY SCHOOL LEADERS: A CASE STUDY IN AN AREA NORTH OF GUATEMALA CITY.
Creator
Bartram, Lydia, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
Despite many decades of simultaneous research on early childhood development and leadership, numerous gaps remain in the current literature regarding the characteristics of school leaders of early childhood programs in low and middle income (LAMI) countries. Past studies of school leaders in LAMI countries have only focused on primary and secondary education. A multitude of factors impact public pre-primary education in LAMI countries, such as Guatemala, which make the study of school...
Show moreDespite many decades of simultaneous research on early childhood development and leadership, numerous gaps remain in the current literature regarding the characteristics of school leaders of early childhood programs in low and middle income (LAMI) countries. Past studies of school leaders in LAMI countries have only focused on primary and secondary education. A multitude of factors impact public pre-primary education in LAMI countries, such as Guatemala, which make the study of school leadership in pre-primary education critical for understanding what is needed to provide high-quality learning environments. The identification of leadership characteristics helps to inform the field of early childhood education and establish critical directions for school leadership practice. The purpose of this study was to identify the characteristics of successful school leaders of public, pre-primary programs in an area north of Guatemala City, Guatemala. The characteristics were defined as those leadership behaviors and factors that contribute to the success of leaders of public, pre-primary schools in Guatemala. Leadership behaviors were defined as those actions a leader exhibits that support the operation of a public, pre-primary school. Leadership factors were defined as the influences that support or hinder the ability of a leader to achieve and maintain the operation of a public, preprimary school. Developmental factors were defined as environmental influences that impacted on their decision to become a leader of a public, pre-primary school.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013608
Subject Headings
Educational leadership, Early childhood education, Guatemala (Guatemala), Educational leadership--Case studies
Format
Document (PDF)
comparative, holistic, multi-case study of the implementation of the Strategic Thinking Protocolà and traditional strategic planning processes at a southeastern university
Title
A comparative, holistic, multi-case study of the implementation of the Strategic Thinking Protocolà and traditional strategic planning processes at a southeastern university.
Creator
Robinson, Deborah J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then...
Show moreThis study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then compared and contrasted to provide more evidence and confidence in the findings. The findings are framed by two constructs : strategic planning and strategic thinking. The conceptual framework for the study identified the distinction between the systematic nature of strategic planning and the more integrated perspective of strategic thinking. Traditional business based strategic planning model uses an analytical process, logic, linear thinking and a calculating process to develop a plan. Strategi c thinking places a premium on synthesis, systems thinking and a social cognitive process that results in an integrated perspective of the organization. The resluts of this study indicate that the use of the Strategic Thinking Protocolà is suitable for higher education organizations to create a learning environment, to implement creative and emergent strategies, that result in the organization's positioning and responses to a rapidly changing environment. The strategic thinking process in both the department and college cases were found to be effective in altering the attitudes, values, beliefs and behaviors of the participants. The integration of the plan is an ongoing process with strong beginnings in both the department and college cases., The traditional strategic planning process used in the university case was found not to be an effective model for higher education organizations. Finally, the inclusion of strategic thinking elements is an effective change model for higher education institutions.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3352827
Subject Headings
Universities and colleges, Administration, Case studies, Universities and colleges, Strategic planning, Case studies, Educational leadership, Case studies, Strategic planning, Case studies, Education, Higher, Administration, Case studies, School management and organization, Case studies
Format
Document (PDF)
Teacher collegiality and collaboration in exemplary high school math departments
Title
Teacher collegiality and collaboration in exemplary high school math departments.
Creator
Numeroff, Donna., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description
Research maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the...
Show moreResearch maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the state of Florida were involved in this multi-site case study. The researcher collected data from interviews, observations, and documents. Sixty-one math teachers including department chairs were individually interviewed. These interviews were transcribed and coded for commonalities. Observations were recorded during teacher planning hours, department meetings, and teacher lunch times. Also, pertinent documents such as course syllabi, department mission statements, school mission statements, and school improvement plans were collected. All data were triangulated and analyzed, and findings support that collegial relationships impact teachers' work lives, which reduce uncertainty and stress; collegial departments are tightly structured democratic systems where distributed leadership increases instructional effectiveness and creates a familial environment; collaborative cultures affect student learning by emphasizing a fair and equitable education for all students improving parental involvement; and the department chair as instructional and managerial leader plays a major role as a change agent within the professional collegial community.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12128
Subject Headings
Teachers--Professional relationships, Educational leadership--Case studies, Classroom management--Florida--Case studies, Mathematics--Study and teaching (Secondary)
Format
Document (PDF)
multi-site case study of a professional learning community model: the impact of learning team meetings on teacher practice and student achievement from the perspective of teachers and instructional leaders
Title
A multi-site case study of a professional learning community model: the impact of learning team meetings on teacher practice and student achievement from the perspective of teachers and instructional leaders.
Creator
Meles, Ora., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school...
Show moreThe purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school districts in South Florida. Qualitative research methods, including one-on-one observations, interviews, focus groups, and review of documents were utilized to analyze, contrast, and compare perceptions,beliefs, and assumptions of the participants in the study. The participants included teachers, principals, assistant principals, instructional coaches, and Learning Team Facilitators (LTFs). A total of 20 participants were involved in the study. The conceptual framework for this study is rooted in the guiding principles of organizational learning and effective professional development practices. Professional Learning Communities (PLCs) offer formal structures to provide teachers with learning enriched, ongoing, job-embedded staff development (Hord & Sommers, 2008). This study focused on one trajectory or type of PLC, and sought to better understand the implementation of an organizational systemic knowledge transfer structure and the impact on teacher practice from the participants' perception. The research design profided thick, rich data, which offered in-depth understandings of the participants' perception, beliefs, and assumption about the LTMs' impact on teacher practice and student achievement. Through the research it was determined that participants among all three of the schools sites believed that LTMs were changing teacher practice., Further, the participants at each of the school sites recognized the significance of the LTF and that he or she plays an essential role in the LTMs. The significance of the study,implications of these findings, and recommendations for further research are also presented.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3333059
Subject Headings
Professional learning communities, Teachers, In-service training, School improvement programs, Teaching teams, Reflective teaching, Group work in education, Educational leadership
Format
Document (PDF)
application of Bowen Family Systems Theory to the high school principalship
Title
The application of Bowen Family Systems Theory to the high school principalship.
Creator
Gottlieb, David G., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description
The purpose of this multi-ease qualitative study was to examine the application of Bowen Family Systems Theory to the high school principalship. More than eighty interviews were conducted of twenty-five participants from the Sun County School District (a pseudonym). The questions pursued related to how a working knowledge of Bowen Family Systems Theory (BFST) could help principals understand the following: their schools as a system, their leadership roles in their schools as a system, and how...
Show moreThe purpose of this multi-ease qualitative study was to examine the application of Bowen Family Systems Theory to the high school principalship. More than eighty interviews were conducted of twenty-five participants from the Sun County School District (a pseudonym). The questions pursued related to how a working knowledge of Bowen Family Systems Theory (BFST) could help principals understand the following: their schools as a system, their leadership roles in their schools as a system, and how to become more effective in their schools as a system. Beside a review of the problems affecting the principalship practice in this country, was an analysis of systems theories generally and BFST specifically. This study also included a review of leadership generally and educational leadership specifically. Six BFST elements were used as a coding platform to explicate more than twenty stories collected from the thick, rich data in this research. This study concludes that a working knowledge of BFST may help some principals in achieving more effective solutions in their practice. BFST offers the principal a theoretical platform from which to operate. Principals who have a working knowledge of BFST can understand the significance of their leadership roles not only in terms of their schools as systems, but also in terms of their schools as parts of a larger societal system and process. The recommendations from this study include the suggestion that BFST can help provide structure and strategies to help the principal navigate educational leadership challenges for greater success in the school system. Principal development through BFST could help school districts diminish and abate high levels of principal turnover and burnout. Local school districts in concert with local universities could include programs in BFST for educational leadership development for principals. While BFST may not be a silver bullet for the high school principalship practice, it could offer greater understanding in considering the educational leader as a helmsman of education. It could help foster and forge partnerships with other disciplines by inviting their leaders to be participants in the educational system called school---in which they are already stakeholders in the larger societal system and societal process. This is the prescience, promise, and potential of the applicability of BFST to the high school principalship.
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Date Issued
2001
PURL
http://purl.flvc.org/fcla/dt/11943
Subject Headings
Bowen, Murray,--1913-1990, High school principals--United States--Case studies, High schools--United States--Administration--Case studies, Educational leadership--United States--Case studies
Format
Document (PDF)