Creating a New Learning Community: A Case Study of School Leaders' Perceptions of the Baldrige Criteria for Performance Excellence and Their Implementation in a Suburban School District

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Adams, Denean
Titel	Creating a New Learning Community: A Case Study of School Leaders' Perceptions of the Baldrige Criteria for Performance Excellence and Their Implementation in a Suburban School District
Quelle	(2013), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Illinois University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-9827-4
Schlagwörter	Hochschulschrift; Dissertation; Educational Quality; Evaluation Criteria; Program Implementation; Suburban Schools; School Districts; Administrator Attitudes; Educational Improvement; Educational Change; Qualitative Research; Data Analysis; Recognition (Achievement); High Achievement; Educational Trends; Transformational Leadership; Management Development; Operations Research; Knowledge Management; Interviews + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Quality of education; Bildungsqualität; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Qualitative Forschung; Auswertung; Soziale Anerkennung; Bildungsentwicklung; Wissensmanagement; Interviewing; Interviewtechnik
Abstract	The Baldrige Criteria for Performance Excellence (Baldrige categories) are increasingly being used throughout the health, education, and business sectors to drive continuous improvement in quality organizations. In each industry, specific categories are available to assist in identifying quality practices deployed throughout an organization. The purpose of this study was to examine how a school district implemented the seven categories of the Baldrige Criteria as a tool to lead continuous improvement and systemic change efforts. Student achievement, budgetary/fiscal management, and faculty/staff focus were used as indicators of the effectiveness of the Baldrige categories within the district. The research questions that guided this case study were, when used as an educational improvement model, how were the seven categories of the Baldrige Criteria for Performance Excellence implemented in a school district to drive continuous improvement and systemic change efforts, and when used as a tool for continuous improvement, which categories of the Baldrige Criteria for Performance Excellence were most significant during implementation of the seven-category framework? This qualitative analysis included an in-depth comparison of data extrapolated from an award application submitted to the national Baldrige Foundation for recognition as a highperforming school district. The award application contained extensive information about the practices deployed throughout the organization to demonstrate compliance with the seven Baldrige categories. A Baldrige feedback report was utilized as documentation within the research to identify strengths and weaknesses during implementation. Interviews were conducted to reveal leaders' perceptions of the Baldrige categories and their use as a tool to guide systemic change and continuous improvement efforts within the school district. This study focused on the seven categories. Data from a suburban school district were analyzed. Key trends were evident in the data analyzed: (a) leadership with a commitment toward and vision of shared goals throughout the organization that was focused on results; (b) operations focus (process management), (c) deployment of comprehensive data analysis utilizing consistent measurement, analysis, and knowledge management; and (d) systems in place to empower stakeholders (i.e., student, stakeholder, and market focus) to articulate and promote the attainment of goals, including fiscal management systems and engaging faculty and staff in improvement efforts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01