The Defining Characteristics, Processes, Procedures, and Practices of Effective Turnaround Principals in the State of Maryland: A Case Study

Autor/in	Carter, Carlton C.
Titel	The Defining Characteristics, Processes, Procedures, and Practices of Effective Turnaround Principals in the State of Maryland: A Case Study
Quelle	(2017), (126 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-7951-6
Schlagwörter	Hochschulschrift; Dissertation; Principals; School Turnaround; Administrator Effectiveness; Administrator Characteristics; Case Studies; Qualitative Research; Elementary Secondary Education; Urban Schools; Leadership Styles; School Administration; Federal Aid; Federal Legislation; Instructional Leadership; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Case study; Fallstudie; Case Study; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Führungsstil; Bundesrecht; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	The purpose of this qualitative multiple case study was to ascertain effective leadership practices, processes, and strategies utilized by elementary/secondary (K-12) principals that are in the bottom 5% of Title I turnaround schools. Education in the public schools is in a precarious situation because most students in turnaround schools are not advancing at an equal rate academically as other students in schools that are not classified as a turnaround. The American Recovery and Reinvestment Act of 2009 invested 3.5 billion dollars in educational spending to invest in chronically underperforming schools in the form of School Improvement Grants. The research setting occurred in one large urban Maryland K12 school district. Data were collected from semi-structured interviews and document reviews, and data were analyzed using horizontalization and triangulation methods. Theme findings revealed leadership styles as transformational and servant, and findings revealed study participants reported success in four themes: (a) the impact of building sustainable teams; (b) navigating through the positive and negative influences of the American Recovery and Reinvestment Act; (c) building a culture of trust and transparency, and (d) producing under pressure. Recommendation for future research should focus on a quantitative study examining why leadership models are valuable to the development of principals' instructional leadership practices in transforming underperforming public school districts throughout the United States at large scale. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01