Education Commons^™

Best Practices Used By Assistant Superintendents Of Curriculum And Instruction: Improving Teacher Instruction In A High Accountability Environment, Julie Madden

Electronic Theses and Dissertations

This qualitative multi-case study investigated not only the role of assistant superintendents of curriculum and instruction, but the strategies and best practices used by four assistant superintendents of curriculum and instruction and a deputy superintendent of teaching and learning from East Texas in order to improve classroom instruction and support teachers in the high-stakes testing environment. The study sheds light on the role of central office leaders, their views related to the high-stakes testing environment and the impact they have on instruction for teachers and students. The responses given in this qualitative case study were carefully analyzed in order to …

Educational Leadership Newsletter December 2017, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• Musings from the Chair
• Southern Maine Partnership Update
• Spring 2018 Upcoming Events
• Thinking About Internship in 2018-2018?
• Spring 2018 Schedule

A Multi-Generational Study Of Aspiring African American Female Superintendents In Texas, Patrice Lanette Allen, Joshua D. Hughes

Contemporary Issues in Educational Leadership

Only 8 of the 1,247 public school districts served by the Texas Education Agency are headed by African American female superintendents. In order for African American women to be considered for the superintendency in Texas, they must understand the barriers marked by intersectional misconceptions.

The narrative methodology focuses on accounts derived from experiences expressed in a form of storytelling. This correlates the conceptual framework with the variables of critical race theory (CRT), glass ceiling theory, and generational theory. This process was vital to understanding generational differences of African American women on the journey to the superintendency. This research focused on …

Educational Leadership Program November 2017, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• Musings from the Chair
• Southern Maine Partnership Update
• Thinking About Internship in 2018-2019?
• Spring 2018 Schedule

Teaching Qualitative Research Online To Leadership Students: Between Firm Structure And Free Flow, Maja Miskovic, Elena Lyutykh

The Qualitative Report

The US National Science Foundation (2013, 2015) surveys of earned doctorates in education show that between 2003 and 2014, over 20,000 degrees were granted in a field broadly defined as Educational Administration. It is then important to discuss the pedagogies of teaching not only the content area courses for educational leaders, but research as well. We highlight the intertwined tensions between different discourses: the ways of thinking about research that our students bring to the online classrooms, the course goals that we aspire to achieve, and the ways we teach qualitative research online. In doing so, we see our classes …

Curriculum Theory, Didaktik, And Educational Leadership: Reflections On The Foundations Of The Research Program, Rose Ylimaki, Michael Uljens

Faculty Publications

This chapter provides concluding reflections and next steps in a research program bridging curriculum theory/Didaktik and educational leadership studies. The bridging utilizes non-affirmative education theory as the theoretical ground. To begin, we present a retrospective discussion of the project. We then relate the approach to the contributions included in this volume, especially focusing on the normativity of education theories, and pointing at how non-affirmative education theory corresponds to deliberation oriented democratic-hermeneutic initiatives. Non-affirmative education theory identifies both leadership, teaching and curriculum work as critical deliberation based professional activities driven by subjects, individual agency in historically developed cultural and societal institutions …

Educational Leadership Newsletter October 2017, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• Musings from the Chair
• Southern Maine Partnership Update
• Thinking About Internship in 2018-2019?
• Educational Leadership Recent Publications
• Spring 2018 Schedule

Educational Leadership Newsletter June 2017, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• Southern Maine Partnership Update
• Social Media or Social Life?
• Fall 2017 Schedule

Multidimensional Leadership: Masculine And Feminine Leadership Approaches In Public Education, Joseph P. Eberhard

FIU Electronic Theses and Dissertations

With two-thirds of new leaders being women, it has become increasingly more clear that the face of our educational organizations is changing both symbolically and substantively. The demands placed on public education have also grown exponentially. If society demands that schools become better, then it is necessary to investigate the approaches that school leaders utilize in making decisions.

The purpose of this research was to explore the different approaches that educational leaders implement during their decision-making processes. The present study asked 20 school leaders within Miami Dade County Public Schools to report and explain their personal approaches to leadership to …

Educational Leadership Newsletter April 2017, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• 50th Anniversary of the Educational Leadership Program
• Southern Maine Partnership Update
• Fall 2017 Schedule
• Maine's Public Schools: Worth the Investment - a White Paper sponsored by the Maine School Management Association written by Andrew R. Dolloff PhD

Lived History Of A Transformative Leader With A Disability: An Evocative Autoethnography For Social Justice, Sofia Vergara

LMU/LLS Theses and Dissertations

Despite legal advancements recognizing the rights of individuals with disabilities, societal barriers are still arising from the medical model of disability. These obstacles have resulted in marginalizing and isolating practices, in turn leading to the underrepresentation of individuals with disabilities in the workforce and, by extension, in leadership positions.

Grounded in the frameworks of critical pedagogy and critical disability studies, this autoethnographic study examines, using my personal experiences as contextual evidence, the determining factors underlying the struggle for equity and leadership, within the hegemonic society that people with disabilities must navigate. The study further explores the issue of empowerment and …

Educational Leadership Newsletter February 2017, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• 50th Anniversary of the Educational Leadership Program
• Assessment for Learning and Leading + Data Literacy with Purpose Conference
• Southern Maine Partnership Update
• Thinking About Internship?
• Summer 2017 Schedule

Teaching Moral Literacy Through Critical Pedagogical Bricolage: A Co-Constructed Auto-Ethnography Of An Educational Leadership Program, Chetanath Gautam, Charles L. Lowery

The Qualitative Report

In this collaborative auto-ethnographical inquiry, two developing scholar–practitioner educational leaders explore the notion of moral literacy through a lens of critical pedagogical bricolage. This study aims to reveal certain experiences of two doctoral candidates engaged in an educational doctorate, contemplating their identities as emergent leaders from diverse backgrounds. By approaching this inquiry from a qualitative and strictly post-positivist understanding of research, we aim to present critical components of our program and the literature presented in that program that led to our understanding of moral literacy’s role in theoretical and pragmatic provinces of educational leadership. Our analysis is presented in three …

By Need And By Name: School Leaders Fostering Environments For Grandparents Raising Grandchildren, Rebecca G. Roach

Theses and Dissertations--Education Sciences

Children raised by their grandparents are a steadily growing demographic in schools throughout the United States. When parents are unable to care for their children, grandparents sometimes assume the role of primary caregiver. This is especially true when they are faced with the threat of placing their grandchildren in the foster care system. More often than not, these grandparents are not adequately prepared for the challenges of raising children who have lost their parent through death, drug abuse or incarceration and few resources exist to guide elementary school principals to engage this demographic. Regardless of the growing numbers of caregiving …

Building Capacity Through A Community Of Practice For Students With Moderate To Severe Disabilities Seeking Inclusion In Higher Education, Jason L. Wheatley

Theses and Dissertations--Educational Leadership Studies

Jefferson County Public Schools (JCPS) is an urban school district in Louisville, Kentucky. While serving more than 100,000 students, JCPS is the 27th largest school system in the United States. JCPS serves students with moderate to severe disabilities (MSD) seeking to attain an alternative diploma upon exiting secondary school. Students with MSD enrolled in JCPS age 16 and older receive transition services to support post-secondary transition. Community stakeholders and JCPS central office staff are concerned about post school outcomes and transition for students with MSD. Based on a report by the Office of Special Education Programs (OSEP), a majority of …

Leading Ladies: A Mixed-Method Study Of The Influence Of Gender Bias On Leadership Styles For Women Who Lead Secondary Schools, Angela S. Coaxum-Young

Electronic Theses and Dissertations

The purpose of this mixed method study is to determine if women who lead secondary schools have gender bias experiences that might influence their leadership styles. The study focused on the accounts of five women who lead secondary schools, their gender bias experiences, their perceived leadership style and whether or not they believed the experience influences how they lead. Through in-depth interviews and survey completion, the data from both sources revealed the common leadership styles and gender bias experiences among the research participants. When examining the shared experiences three salient themes emerged: (a) A belief that gender bias still exists …