Browsing by Subject "Educational administration"
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Item African American females in senior-level executive roles navigating predominately white institutions : experiences, challenges and strategies for success(2013-05) Smith, Stella Luciana; Reddick, Richard, 1972-The purpose of this study was to determine the experiences, challenges and strategies for success of African American female senior-level executives at predominately white institutions (PWIs). This qualitative study used a phenomenological perspective to address the research questions, as phenomenology was uniquely suited to capture participants lived experiences (Guido, Chávez, & Lincoln, 2010; Perl & Noldon, 2000). The conceptual framework for the study was based on the theoretical concepts of black feminist theory, biculturalism and intersectionality. The combination of these theories was uniquely appropriate for researching the lived experiences of African American women (Barrett, Cervero, & Johnson-Bailey, 2003; Collins, 2000; Du Bois & Edwards, 2007). Black feminist theory addressed the lived experiences of African American women (Collins, 2000); intersectionality highlighted the oppression of African American women (Collins, 2000) and biculturalism explained how African American women adapt to be successful (Barrett, et al., 2003). The findings for this study of African American female senior-level executives at predominately white institutions include: regarding experiences (1) relationships and connection were essential; (2) strategic and political savvy were vital; (3) one must have an awareness of your perception; (4) higher education was an isolating place; (5) racism and sexism were still prevalent; and (6) work/life balance was a myth; regarding identities (7) creation of a professional identity as the primary identity at PWI; (8) race and gender as prominent identities; and (9) personal persona purposely protected from PWI; and regarding strategies to cope with challenges and celebrate successes (10) know yourself and focus on your goals; (11) identify something to ground you outside of the PWIs; (12) invest in your success through academic and professional preparation; and (13) advance to uplift others.Item Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field(2016-05) Sormani, Robert Edward; Olivarez, Ruben; Ovando, Martha; Flores, Steve; Pazey, Barbara; Sharpe, EdwinSchool district leaders who have been well-prepared can positively impact student achievement in their school districts. In the area of special education, however, some superintendents appear to be less well-prepared for their role. Perhaps as a result, studies investigating superintendents’ roles and responsibilities in special education have revealed a focus primarily on the areas of budgeting and legal compliance when working with special education directors. While the responsibilities of the superintendent may be established in the eyes of the superintendent (Chaffin, 2013; Cope, 2002; Porter, 1999; Volpe, 2006), what is not well known is what special education directors perceive as the role of the superintendent in regards to special education (Volpe, 2006; Thompson & O’Brian, 2007). This study focused on the perceptions of special education directors on the role of superintendents in special education and the relationship between special education directors and superintendents. The study serves as an explorative qualitative study using grounded theory (Corbin & Strauss, 2015). Data was collected through interviews of special education directors and a review of publicly accessible documents. Participants were selected from currently-practicing special education directors in public school districts who have served in that capacity for at least two years. Major findings of this study suggest that self-perception of the role of special education directors is broader than what is revealed in current literature. The findings also support a number of roles for the superintendent in special education beyond finance and legal compliance and that special education directors perceive their relationship with the superintendent as both indirect and informal.Item The relationship between the theory of transformational leadership and data use in schools : an exploratory study(2011-05) Goodnow, Elisabeth; Wayman, Jeffrey C.; O'Doherty, Ann; Young, Michelle; Gooden, Mark; Rhodes, LodisNationwide reform efforts strive to improve schooling through a range of approaches including improving the quality of campus leadership, restructuring organizational design, and revamping instruction. National and state education policies reflect the reforms addressed in educational research literature and drive state, district, and campus based improvement initiatives. For example, the more recent influence of the No Child Left Behind Act (NCLB) and the Adequate Yearly Progress (AYP) accountability system has led to a significant increase in the use of data to drive instructional decision-making. Campus leadership is key to both the successful implementation of data initiatives (Wayman and Stringfield, 2006) as well as comprehensive reform efforts (Leithwood & Jantzi, 2005). The literature provides a wide array of leadership theories that offer promise in understanding more effective approaches to leading school improvement efforts; however, much of this literature remains conceptual and vague (Leithwood, Harris, & Hopkins 2008). Data use has gained increasing attention in the literature as well, but the research lacks a strong conceptual framework for leadership. The purpose of this paper is to view data use through the lens of Leithwood’s model of Transformational Leadership in order to explore the linkages between the leadership theory and data use practices and to offer a framework that situates data use as a tool to increase all students’ academic performance and build a democratic and socially just learning organization. The linkages between Transformational Leadership and data use are presented as both bodies of literature are reviewed. The study was guided by the following questions: 1) What are the levels of Transformational Leadership Behaviors exhibited at each campus? 2) What are the data use practices being implemented on each campus? 3) What is the relationship between Transformational Leadership and data use? Two schools served as the sites for the research which drew on both quantitative and qualitative data sources to address the research questions. Results and findings show evidence of Transformational Leadership Behaviors that linked closely with the data use practices. The final discussion offers a preliminary conceptual framework delineating the intersection between the theory of Transformational Leadership and data use in schools.