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Baxter, Vincent P. "Communitarian Leadership Practice Acquisition in Educational Leadership Preparation". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556534.
Pełny tekst źródłaPrincipals have tremendous influence on the schools they lead (Bamburg & Andrews, 1990; Marzano et al., 2005). Certain leadership behaviors impact school level factors (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). To affect high levels of student achievement, school principals must be responsible for uniting diverse groups under shared purposes with purposeful emphasis on others rather than on self (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). Effective programs in educational leadership preparation include cohort-modeled groupings, among other features (Davis et al., 2005). Because cohorts are a feature of effective programs, yet few aspiring school leaders are prepared through cohort-based programs (Browne-Ferrigno & Muth, 2009), a concern regarding a problem of practice is raised.
The purpose of this study was to explore how aspirant school leaders experience the acquisition of leadership practices within their educational leadership preparation program and to contribute to the empirical understanding of how to best prepare school leaders for successful practice. This study was designed to examine: How do school leaders make meaning of their experience in a principal preparation program? In what ways do their experiences support the development of communitarian leadership?
The sample included nineteen school leaders who were alumni of a university-based educational leadership preparation program. Participants were interviewed using a basic interview protocol that followed the semi-structured approach for interview technique outlined by Moustakas (1994). The data analysis was carried out in the stepwise manner, using Atlas.ti 7.0 to code and group significant statements from the interview texts and using a basic memoing process to address any concerns of subjectivity.
Leaders who experienced preparation activities, including activities that gave them practice leading diverse individuals to shared outcomes articulated how preparation influenced the development of communitarian leadership skill, including relationship-building, communication, and values-identification. Communitarian leadership, which includes leadership actions linked to improved school-level outcomes (Marzano et al., 2005), may have utility as a framework for developing aspiring principals through formal preparation programs.
Talucci, Sam. "Leadership development as reflexive practice". Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8966.
Pełny tekst źródłaGaines, Kathryn Ann. "A Communicative Theory of Leadership Practice". Antioch University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1193149740.
Pełny tekst źródłaKlein, Edward T. "THE EFFECTS OF TEACHER COLLABORATION ON DISTRIBUTED LEADERSHIP PRACTICE". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1413290739.
Pełny tekst źródłaHutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices". Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.
Pełny tekst źródłaThe purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.
Wenham, Anne Maria, i res cand@acu edu au. "Gender and School: Policy directions, practice and leadership". Australian Catholic University. School of Educational Leadership, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp28.29082005.
Pełny tekst źródłaRoss, Jack John Wesley. "Peer leadership in a virtual community of practice". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104921.
Pełny tekst źródłaLee, Alan. "Distributed leadership in practice : The case of plessington". Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503220.
Pełny tekst źródłaNieh, Tai-Wei. "Leadership theory and practice: where East meets West". Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26040.
Pełny tekst źródłaThuku, D. "Leadership practice in a fast growing Kenyan bank". Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3002380/.
Pełny tekst źródłaJarvis, Sal. "The practice of authority in academic leadership/management". Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/89454/.
Pełny tekst źródłaWenham, Anne Maria. "Gender and school: Policy directions, practice and leadership". Thesis, Australian Catholic University, 2002. https://acuresearchbank.acu.edu.au/download/432f3f2de4be11be0fa37cc7d3aa90860d5a897d9f33148ec9f48e16096cef0a/4258747/65132_downloaded_stream_357.pdf.
Pełny tekst źródłaDurdle, Diana E. "A study of leadership theory and practice based on Bush's Six models of leadership /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36113.pdf.
Pełny tekst źródłaShaik, Zahir. "Identifying the effect of coaching as a leadership development tool to transform leadership practice". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97426.
Pełny tekst źródłaENGLISH ABSTRACT: One of the purposes of management education is to develop people to become effective leaders of organisations with ever-increasing unpredictable futures. Learning from the latest findings in effective neuro-science and well-documented biology and stress research, a more holistic approach to leadership development has been embraced. This approach proposes that leaders, who are able to better sustain themselves through developing their emotional intelligence and cognitive ability, will be more balanced leaders. The South African Revenue Service (SARS) is a semi-autonomous organ of state that derives its mandate from the President of South Africa through the SARS Act no.34 of 1997. It was borne into a democracy which brought about tremendous transformation in every facet of South African life, ranging from growing the country’s infrastructure, to social economic welfare for all, education, health services and security. SARS is responsible to collect over 90 per cent of the country’s revenue. They therefore have to display effective leadership as this democracy has been very sensitive and the citizens of SA have high expectations of Government to deliver on a better life for all. One of the most important tasks of SARS was to engage in total transformation of the entire organisation, including its infrastructure, information technology, policies and procedures and a strong learning culture that embraces effective leadership. One of the transformation initiatives, the School of Leadership, procured several leadership training programmes to address the leadership capability. Leadership coaching has been embraced by SARS starting with the most senior leadership and is now being introduced to all levels of management. During this study, the researcher sought to identify and understand the effect of coaching as a leadership development tool to transform leadership practice. The research identified the respective leadership competencies developed as a result of this coaching received by leaders within SARS and determined to what extent leaders embraced it. It is recommended that the coaching programme is accelerated to all levels of management in SARS and that it receives prominence on the agenda of the Commissioner by making it the most prestigious award in the national annual award ceremony. All managers should have a key performance indicator to encourage the practice of these learnt competencies during the coaching process. Lastly, the recruitment process for all leadership positions should feature these competencies as essential and test for it accordingly through appropriate competency assessments.
Javadi, Vahid. "Middle leadership in Malaysian international secondary schools : the intersection of instructional, distributed and teacher leadership". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48613/.
Pełny tekst źródłaWicker, Teri. "Self-Report of Nursing Leadership Practice After Completion of Training". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195154.
Pełny tekst źródłaSteyn, G. M. "Interpreting the leadership practice of a South African school using the leaderful practice model". Journal for New Generation Sciences, Vol 11, Issue 1: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/631.
Pełny tekst źródłaLiterature reveals the crucial influence of school leadership on the creation and maintenance of successful schools. In searching for new foundations to understand leadership, Raelin's leaderful practice model serves as an authentic model to describe a successful South African leadership practice. A qualitative study was used to interpret school leadership in primary schools through the lens of the leaderful practice model. The following observations emerged from the study: "It is passion that makes people succeed in life"; "It isn't my school, it's our school"; and "Development has to be an integral part of education". By sharing the leadership experiences of the principal, this study could serve as a valuable resource and promote the creation of other leaderful practices in South African schools.
Kirby, Beverley. "Developing participatory practice, grassroots leadership in family resource programs". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ53633.pdf.
Pełny tekst źródłaAbu, Mostafa Moussa. "Perspectives on occupational therapy leadership functions in clinical practice /". Link to the online version, 2007. http://hdl.handle.net/10019/951.
Pełny tekst źródłaUldall, Bjorn. "Meaningful leadership : exploring dilemmas and potentials in practice development". Thesis, University of the West of England, Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572848.
Pełny tekst źródłaPew, Weston. "Planting seeds| Regenerative leadership curriculum for communities of practice". Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591281.
Pełny tekst źródłaAcross much of the Western world there is a growing movement working to plant the seeds of a holistic worldview that is based on a recognition of the interdependent relationship between self, Earth, and community. One way to nurture this emergence on a local level is through community-based workshops that offer theories and practices in support of such a perspective. The purpose of this study is to create a curriculum that could be used to shape this type of workshop. The design of the curriculum content is meant to offer interior and exterior tools and experiences that catalyze both individual and group development. The primary method utilized in the research was a curriculum advisory board to assist with content development. The ultimate goals of such a workshop are two-fold: (a) to deepen participants’ relationships to self, Earth, and community; and (b) to create and inspire local community groups that can support social justice, environmental stewardship grounded in an ethic of care, and regenerative (sustainable) community development during this time of great planetary need. The findings of the research span the fields of adult development, relational education, community organizing and activism, regenerative leadership, nature connection, and sustainable community development. Tools and practices include but are not limited to meditation, dialogue, shadow work, worldview inquiries, journaling, group development, and community action plans.
Alleyne, Kim L. "Developing resident leadership : theory and practice in Boston's neighborhoods". Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33008.
Pełny tekst źródłaIncludes bibliographical references (p. 95-100).
For decades, Boston residents have worked together and organized to strengthen and protect their neighborhoods, often in response to encroaching government policy and local development. The South End's Villa Victoria housing complex is a testament to the work of Puerto Rican residents to gain site control and save the area from demolition under Urban Renewal in 1968. In the 1960s, residents in several communities lobbied the state to stop the destruction of their homes as part of a planned extension of the interstate highway. Today, the Southwest Corridor Park reminds us of that successful organizing effort. It represents the first time federal funds were used to develop a combined open space and transit system.
by Kim L. Alleyne.
M.C.P.
Abu, Mostafa Moussa K. "Perspectives on occupational therapy leadership functions in clinical practice". Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3350.
Pełny tekst źródłaObjectives: The study aimed to identify the functions that occupational therapy leaders perform in clinical settings in the Metropole District of the Provincial Administration of the Western Cape (PAWC) and determine the influence of these functions on clinical practice. Methodology: The researcher used a descriptive design and a non-standardised questionnaire which was compiled to collect the data for the study. The questionnaire was piloted with a group of occupational therapy leaders from the Boland Overberg Region. Feedback was used to refine the final study questionnaire. Thirty-five study questionnaires were mailed or handed to the participants in the study and the researcher received 25 completed questionnaires; therefore, the response rate was 71.4%. The data were analysed using the Statistical Package for the Social Sciences (SPSS 10.0) for all the questions. Descriptive statistics were used to report the data. Inter-observer reliability was checked by using the split-half method. The results revealed that the study questionnaire was reliable as Cronbach's Alfa was calculated at 0.90, correlation coefficient Pearson’s r was calculated at 0.51, and Spearman-Brown was calculated at 0.67. Results: The results were presented in relation to the respondents’ number (N = 25). The participants identified 57 leadership functions, grouped as managerial, ethics-related, education, research, and consultation functions. The participants reported to have high performance in both direct and indirect occupational therapy services. Performance in the direct occupational therapy services functions was higher than the performance in the indirect occupational therapy services. Minimal performance in occupational therapy leadership functions was reported for consultation, ethics related, and research functions which need to be addressed by in-service training. The indirect occupational therapy services enabled the participants in the study to perform on a more optimum level regarding the direct occupational therapy services. The occupational therapy leaders had many empowering factors in their work place such as subordinates, supervisors, and top management. Conclusion: The 57 leadership functions identified in the study culminated in an occupational therapy leadership functions framework (OTLFF) which represents the managerial activities of the occupational therapy leaders in the PAWC. These study findings are useful guidelines for occupational therapy professionals and students as guidelines for leadership training, participant facilities to compile job descriptions, and educational facilities to set educational curricula. Recommendations: The study had many shortcomings; therefore, generalisation of results can't be done. The researcher recommends replication of the study using a larger and more representative sample.
Marshall, Steven John. "An exploration of effective leadership practice in virtual teams". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97176.
Pełny tekst źródłaENGLISH ABSTRACT: As organisations expand internationally and continue to conduct business across different time zones and geographical boundaries, distributed project and organisational teams have become increasingly prevalent. Rather than meet face-to-face, developments in information and communication technology have made it possible for these team members to interact electronically thereby creating an alternative means for team member collaboration. Teams that collaborate in this manner are called virtual teams. This study explored effective leadership practice in virtual teams. The process of exploration started with discovering those core competencies considered essential to virtual team leadership. These competencies were then operationalised and tested for their respective contributions to effectiveness in virtual teams as measured by team performance and personal satisfaction. It was suggested and subsequently confirmed by the results of this study that as virtual team leaders begin to display essential leadership competencies, the virtual teams they lead become more effective. Four leadership competencies were identified as integral to effective leadership practice. These were: an ability to coordinate task delivery, an ability to communicate, an ability to build trust and an ability to manage multicultural diversity. In addition, it was determined that virtual team leaders tended to emphasise the more transactional forms of leadership over the more transformational forms with the strongest emphasis on task and communication as predictors of performance rather than satisfaction. In contrast, team members emphasised the more transformational forms of leadership with the strongest emphasis on trust and diversity management as predictors of satisfaction rather than performance. It was also apparent that for team members, task coordination was weakly correlated with performance. These differing results illustrate a distinction in leadership emphasis, which if misunderstood or incorrectly managed, could lead to conflict and low levels of team trust. For team leaders, a desire to perform and deliver against team objectives has an associated risk of inadvertently emphasising task at the expense of fostering healthy team relationships. By comparison, team members emphasise personal satisfaction over performance and are potentially at odds with a strongly taskorientated team leader. This does not mean that team members are disinterested in team performance. On the contrary, performance is important to team members but it would seem that performance follows as a result of first experiencing satisfaction as a virtual team participant.
Mrozik, Donald R. Jr. "Transformative educational leadership| A ritual critique of principal practice". Thesis, Lewis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10003577.
Pełny tekst źródłaThis dissertation explores the need for critical transformative leaders who critique oppression within schools and have a desire for social justice. This study attempts to learn more about the principal practices that maintain or disrupt the status quo and what ritual patterns emerge in relation to the work of principals. Two public elementary school principals were observed over the course of a three-day period to better understand the challenges that critical transformative leaders face in the field of education. Four lessons emerged regarding the ritual patterns of principals studied: (a) an emphasis on solidarity, which creates ends that support status quo practices and restricts the development of dialogue centered on social justice issues, (b) the need to expose the hidden curriculum through praxis and work toward liberation, (c) a limited resistance in leadership practice, and (d) that a theoretical understanding of social justice leadership is not enough for transformation to occur in schools. The lessons learned in this study suggest that the neoliberal influences placed upon public schools and public school principals are a major obstacle preventing principals from doing critical transformative work. Furthermore, the academic coursework that principals are involved in is not a sufficient condition for doing critical transformative work. These themes suggest that there is a great need to find ways to open dialogue amongst principals, school staff, parents, and those who make policy decisions so that these groups can begin examining oppressive conditions in schools. Reflection and action against unjust policies are essential to aspects of praxis for which dialogue can be used as a vehicle for change.
Stiffler, Kim. "Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement". Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791844.
Pełny tekst źródłaPurpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.
Methodology. A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California.
Findings. A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture.
Conclusions. Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders’ maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas.
Recommendations. Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.
Brundrett, Mark. "School leadership and the primary curriculum : development and practice". Thesis, Keele University, 2014. http://eprints.keele.ac.uk/1181/.
Pełny tekst źródłaQuinn, David M. "The impact of principal leadership behaviors on instructional practice /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946322.
Pełny tekst źródłaLove, Deondela. "Department Structure and Leadership Functions for Advanced Practice Providers". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5747.
Pełny tekst źródłaPlougmann, E. M. T. (Elizabeth Mary Therese). "Emerging leadership : a study of leadership thinking and its implications for business leadership and practice in the 21st century". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51738.
Pełny tekst źródłaENGLISH ABSTRACT: This study seeks to demonstrate the impact of late 20th century leadership literature, which is taken as the accepted embodiment of leadership thinking. Leadership thinking influences both the academic study and resultant practice of leadership. A paradigmatic approach was employed to contrast that the demands of a post-industrial, globalised society would be of a different order to those of the 20th century industrial society. The study seeks to challenge the intellectual climate of the business leadership discipline at the level of the normative, which in turn would present a challenge to the conventional strategic focus and approach of business leadership. A challenge to the normative requires that a certain philosophical perspective be introduced in the crossing of the boundary lines between various disciplines. As business is part of the social sciences, the critical intellectual challenges to modern knowledge were explored, which provided a foundation for the challenge. This required that new scientific theory, both in the pure and the natural sciences as well as certain postmodern authors representing the humanities be reviewed. A refocusing on what has been taken for granted, what has been neglected, regions of resistance, the forgotten, the irrational, the repressed, the borderline, the classical, the sacred, the marginal and the excluded signifies .. The question is asked if we are able to recognise the ways in which our lives and livelihood have been influenced by outmoded structures? Due cognisance is not taken of the unsettling shifts of mindset that will be required to exercise leadership in the post-industrial paradigm. The concept of paradigms is central to this study where it operates' as the methodology device, given that the nature of the research is exploratory, open-ended and hermeneutic compared to the mensural convention that most business research follows. The study explores the paradigm dependency of leadership, as a sociological frame of reference, where leadership is viewed as a patterned social action and a political/structural action, so that leadership is analysed as a socially constructed reality. A key distinction of this study is the major temporal transformation from the industrial to the post-industrial paradigm, where post-industrial is of a magnitude far greater than information technology advances. The current populist interpretation is e-commerce, the Internet and genetic engineering. The notion of the 'Limits of the Model', representing the breakdown of the industrial paradigm, occurs when the paradigm is being pushed too far. The significance of this breakdown for leadership, is that leadership vision and purpose must take its cue from an external frame of reference, which is categorised as a paradigm of the 'sociological' region, The crisis of leadership is bound to their sociological understanding situated within a network of culturally shared knowledge, beliefs, ideals and taken-for-granted assumptions about the nature of industrial life. Three distinct crises of leadership are identified and they combine to form a major existential crisis which embodies the struggle of the individual to find purpose and meaning in working life. The study provides a different concept and criteria for vision which requires that corporate vision would have to travel beyond the rational dimension that dominates leadership thinking today and enter into the realm of the metaphysic. Corporate vision would become a 'force-field', defined by organisation culture, In order to escape from the cultural obsolescence that surrounds most organisations today, leadership has to become a process that entails the capacity to create a new story about what is to be struggled against and dreamed about. The leaders' stories would become a reconceptualisation of the purpose of life which the post-industrial paradigm will demand. Vision and purpose would be grounded in legitimacy, sustainability and ethics, creating a question mark around the organisation's current fitness for purpose. The constructs of a "'quantum worldview provide a challenge to every boundary that leadership has tended to operate by and with. These constructs promote disorder, relationship as the basis of all definition, information as the primal creative force (and not capital and labour) and sustainability based on meeting future generations' needs. Leadership becomes a set of principles governed by a hierarchy of imagination, ideas leadership. Leadership as stewardship on a more evolved plane of value promotes an ecologicalliteracy, based on the notion of the living planet. The living planet operates as a platform of supposition which dictates that ethics will become the enabling dependency for leadership in the 21st century. This reconceptualisation of leadership is one that highlights a communal relationship, based on mutual purpose which requires true community, or a second-order level of communalism. Most business initiative today is focussed on pseudo or chaos stages of community, which does not support an ethical dimension in either purpose, strategy or operation. Ecology as an eco-philosophy goes hand in hand with the idea of spirit as an animating principle. The potential contribution of Africa with its rich cultural heritage of community through the ages, as well as the Platonic archetype of Philosopher-Ruler to enable the magnitude of the shift to be addressed is the hermeneutic yield of the study. The ecology metaphor of the postindustrial paradigm is a fertile source of potential and possible hypotheses that can be explored in the identification and reformulation of the sociological paradigm necessary to move leadership research forward. The result is a much broader, more societal 'picture' of 21st century business leadership, where globalisation is recast in a set of global ethics and global accountability, which business and its leadership has to come to terms with. The 'recasting' of business leadership promotes a different ontology where an overarching communitarian approach, will become the 'ground' for leadership and business models, strategies and evaluation for the foreseeable future.
AFRIKAANSE OPSOMMING: Hierdie studie wil die impak demonstreer van die leierskapsliteratuur van die laat 20ste eeu, wat beskou word as die aanvaarde beliggaming van leierskapsdenke. Leierskapsdenke beïnvloed beide die akademiese studie en gevolglike praktyk van leierskap. 'n Paradigmatiese benadering is gevolg om die kontras aan te dui tussen die vereistes van onderskeidelik 'n post-industriële wêreldgemeenskap en 20ste eeuse industriële samelewing. Die studie wil 'n uitdaging rig tot die intellektuele klimaat van die besigheidsleierskapsdissipline op die normatiewe vlak, wat op sy beurt 'n uitdaging bied aan die konvensionele strategiese fokus en benadering van besigheidsleierskap. 'n Uitdaging aan die normatiewe vereis dat 'n sekere filosofiese perspektief bygevoeg word waar die grense tussen verskillende dissiplines oorgesteek word. Aangesien besigheid deel is van die sosiale wetenskappe is die kritieke intellektuele uitdagings aan moderne kennis ondersoek, wat 'n grondslag vir die uitdaging voorsien het. Dit vereis dat nuwe wetenskaplike teorie ondersoek word in beide die suiwer en die natuurwetenskappe, sowel as sekere postmoderne outeurs wat die menswetenskappe verteenwoordig. Dit is van belang dat daar weer gefokus word op wat as vanselfsprekend aanvaar is, wat verwaarloos is, waarteen daar weerstand was, wat vergeet is; die irrasionele, die onderdrukte, die grensgevalle, die klassieke, die heilige, die marginale en wat uitgesluit was. Die vraag word gevra of ons in staat is om die wyses te herken waarop ons lewens en lewensonderhoud beïnvloed is deur verouderde strukture? Daar word nie genoeg kennis geneem van die verwarrende veranderinge in denkwyse wat vereis word om leierskap in die post-industriële paradigma uit te oefen nie. Die konsep van paradigmas is sentraal tot hierdie studie waar dit opereer as die metodologiese ontwerp, aangesien die aard van die navorsing ondersoekend, oop en hermeneuties is - vergeleke met die metingskonvensie wat deur die meeste besigheidsnavorsing gevolg word. Die studie ondersoek die paradigma-afhanklikheid van leierskap as 'n sosiologiese verwysingsraamwerk, waar leierskap beskou word as 'n sosiale aksiepatroon en 'n politieke/strukturele aksie, sodat leierskap ontleed word as 'n sosiaal gekonstrueerde realiteit. 'n Belangrike onderskeidende kenmerk van hierdie studie is die groot wêreldtransformasie van die industriële na die post-industriële paradigma, waar post-industrieel van 'n baie groter omvang is as bloot vordering in die inligtingstegnologie. Die huidige populistiese interpretasie is e-handel, die Internet en genetiese manipulasie. Die idee dat die "Beperkinge van die Model" die ineenstorting van die industriële paradigma verteenwoordig, kom voor wanneer die paradigma te ver gevoer word. Die betekenis van hierdie ineenstoring vir leierskap is dat leierskapsvisie en --doel gebaseer word op 'n eksterne verwysingsraamwerk, wat gekategoriseer word as 'n paradigma van sosiologiese aard. Die krisis van leierskap is verbind aan hulle sosiologiese begrip gesitueer binne 'n netwerk van kultureel gedeelde kennis, oortuigings, ideale en aannames wat as vanselfsprekend aanvaar word oor die aard van die industriële lewe. Drie duidelike krisisareas van leierskap word geïdentifiseer en hulle vorm saam 'n belangrike eksistensiële krisis wat die beliggaming vorm van die individu se stryd om 'n doel en betekenis te vind in sy werksiewe. Die studie voorsien 'n ander begrip van en maatstaf vir visie, wat vereis dat korporatiewe visie verby die rasionele dimensie moet beweeg wat leierskapsdenke vandag oorheers, en die gebied van die metafisiese moet betree. Korporatiewe visie sal 'n "kragveld" word wat deur organisasiekultuur gedefinieer word. Om te ontsnap uit die kulturele veroudering wat vandag in die meeste organisasies bestaan, moet leierskap 'n proses word wat die kapasiteit behels om 'n nuwe storie te skep ten opsigte van waarteen daar gestry en waaroor daar gedroom moet word. Die leiers se stories sal 'n nuwe konseptualisering word van die doel van die lewe soos vereis deur die post-industriële paradigma. Visie en doelwit salop die grondslag rus van egtheid, volhoubaarheid en etiek, wat 'n vraagteken plaas om die organisasie se huidige geskiktheid vir die doel. Die konstrukte van 'n kwantumwêreldbeskouing voorsien 'n uitdaging aan elke grens waardeur en waarvolgens leierskap geneig was om te opereer. Hierdie konstrukte moedig wanorde aan; asook verhouding as die grondslag van alle definisie, inligting as die vernaamste skeppingskrag (en nie kapitaal en arbeid nie) en volhoubaarheid gebaseer op die voldoening aan die behoeftes van toekomstige generasies. Leierskap word 'n stel beginsels beheers deur 'n hiërargie van verbeelding, idees en kreatiwiteit, waar die vrystelling van die menslike gees die sentrale taak van leierskap word. Leierskap as 'n rentmeesterskap op 'n meer ontwikkelde vlak van waardes moedig 'n ekologiese geletterdheid aan, gebaseer op die idee van die lewende planeet. Die lewende planeet opereer as 'n platform van veronderstelling wat voorskryf dat leierskap in die 21ste eeu daarvan afhanklik sal wees vir sy bestaan. Hierdie nuwe konseptualisering van leierskap is een wat die fokus plaas op 'n gemeenskapsverhouding gebaseer op 'n onderlinge doel, wat werklike gemeenskap vereis, of 'n vlak van gemeenskaplikheid van die tweede orde. Die meeste besigheidsinisiatief vandag fokus op pseudo- of chaos-stadiums van gemeenskaplikheid, wat nie ondersteuning bied vir 'n etiese dimensie in doel, strategie of bedryf nie. Ekologie as 'n eko-filosofie hang saam met die gedagte van geesteskrag as 'n lewewekkende beginsel. Die potensiële bydrae van Afrika met sy ryk kulturele erfenis van gemeenskap deur die eeue, sowel as die Platoniese argetipe van die Filosoof-Heerser wat dit moontlik maak om 'n verandering van hierdie omvang aan te spreek, is die hermeneutiese veld van die studie. Die ekologie-metafoor van die post-industriële paradigma is 'n vrugbare oorsprong vir potensiële en moontlike hipoteses wat ondersoek kan word in die identifikasie en herformulering van die sosiologiese paradigma wat nodig is vir vordering in die navorsing oor leierskap. Die gevolg is 'n baie breër, meer gemeenskapsgerigte "prentjie" van 21ste eeuse besigheidsleierskap, waar die uitbreiding tot wêreldomvang omvorm word tot 'n wêreldetiek en wêreldtoerekenbaarheid waarmee besigheid en besigheidsleierskap tot 'n vergelyk moet kom. Die "omvorming" van besigheidsleierskap moedig 'n ander ontologie aan, waar 'n oorkoepelende gemeenskapsbenadering die grondslag sal vorm vir modelle, strategieë en die evaluering van leierskap en besigheid in die voorsienbare toekoms.
Rogers, Tina C. "Enhancing Culturally Responsive Practice in a District: A District's Support of Principals' Culturally Responsive Leadership Practice". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108776.
Pełny tekst źródłaThis qualitative single-site case study examined how district administrators in one racially, culturally, and linguistically diverse Massachusetts school district supported and strengthened principals’ culturally responsive leadership practice. Building coherent culture and structures that provide space to critically self-reflect and collaboratively learn are essential. Data collection included interviews with district administrators and principals, observations of leadership meetings, document review, and a survey. Findings revealed district administrators established collaborative relationships with principals by employing a coherent service-oriented approach. Participants perceived the intentionality of the superintendent’s efforts as foundational to building trust, however prior experiences with district leadership impeded these efforts. The superintendent controlled sensemaking to signal equity as a district priority, yet the lack of a shared understanding of culturally responsive practice led participants to conflate culturally responsive practice with other district endorsed equity practices. Attempts were made to align structures and tools to equity priorities, however culturally responsive practices were subsumed within other equity initiatives creating variance in the perception of the effectiveness of how structures and tools support principals’ culturally responsive leadership practice. Implications include developing a district definition of culturally responsive practice and using equity practices as a scaffold to support principals’ understanding and enactment of culturally responsive practices that bring critical self-reflection and conversations about racial and cultural bias to the forefront. Future research may extend this study to analyze sensegiving interactions and examine the impact of these interactions on principals’ culturally responsive leadership practice
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Bolden, Richard Ian. "The elusive nature of leadership practice : an investigation into the distribution, practice and discursive processes of leadership in universities and other large organisations". Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/104833.
Pełny tekst źródłaSavvidis, Thanasis. "Leadership and multicultural education : an analysis of multicultural leadership practice in a Cypriot primary school". Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580683.
Pełny tekst źródłaWilliams, Maryshannon. "Assessing the Impact of an Innovative Community of Practice on Teacher Efficacy, Leadership and Practice". Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629019.
Pełny tekst źródłaThe purpose of this study was to assess the nature of participation in a hybrid Community of Practice; exploring how teacher efficacy influenced participation; and how participation impacted both technology teacher leadership and technology integration practice. The researcher addressed the following research questions: What is the nature and frequency of the activities and interactions evidenced by participation in a hybrid CoP? What types of knowledge capital were found in a hybrid CoP? Does teacher efficacy influence participation in the online component of a hybrid CoP? How does participation in a hybrid CoP impact teachers’ technology integration and the development of their technology leadership ability? Participants included 31 teachers enrolled in an Innovative Teacher Leaders (ITL) program. The researcher implemented a mixed methods comparative case study, collecting data via participant observations, monthly self-reports, and semi-structured interviews. A survey instrument was administered to collect data on Teacher Efficacy and Teacher Leadership. Frequency data were collected based on interaction logs and face-to-face training observations of the CoP. Findings of this study pointed to the need for time to practice, implementation support, and peer coaching/discourse as necessary factors for successful professional development. Participation in this hybrid CoP was found to have a positive impact on teacher technology integration and technology leadership ability.
Snopek, Jan. "Managerial approaches in practice". Master's thesis, Česká zemědělská univerzita v Praze, 2016. http://www.nusl.cz/ntk/nusl-259307.
Pełny tekst źródłaHulshult, Nancy Kay. "MORAL LEADERSHIP IN ALTERNATIVE EDUCATION: THEORY AND PRACTICE IN SCHOOL ADMINISTRATION". Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114085889.
Pełny tekst źródłaTitle from second page of PDF document. Document formatted into pages; contains [2], v, 117 p. Includes bibliographical references (p. 94-97).
Theurer, Pamela J. "A Leadership Portrait of Janet Baker: Twenty-Three Years of District Leadership". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin157357272147207.
Pełny tekst źródłaChamberland, Lorie. "Distributed leadership : developing a new practice an action research study /". Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.
Pełny tekst źródłaBorcherding, Ruediger. "The element of fear in the practice of military leadership". Thesis, Monterey, California. Naval Postgraduate School, 1994. http://hdl.handle.net/10945/30876.
Pełny tekst źródłaTellier, Sonia L. "Tracking Turnaround: Understanding Data Use as a Shared Leadership Practice". Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107991.
Pełny tekst źródłaThis qualitative case study examined leaders’ shared data use, a process of translating data into action (Bernhardt, 2013). Understanding data use is considered conceptually by attending to the assistance relationships shared between central office leaders and principals in the context of turnaround. Such relationships are marked by occasions during which members share expertise by modeling practices; the modeling informs how systems, structures and subsequent practices are introduced and even reinforced for newer members. I focused my analysis on four manifestations of data use: data’s influence on adjusting leadership practice, data’s ability to inform instruction, data use’s benefits from technological advancement, and the intentional promotion of resilience. Data collection included document review as well as interviews with central office leaders and principals. Findings evidenced the nature of both central office leaders’ and principals’ data use as well as revealed a remarkable degree of commonality in the language and practices these leaders shared. The results of this study indicated that assistance relationships are a functioning element of leadership in the turnaround context. This study supported the research that leaders’ shared practice of data use benefits student growth and achievement in line with state-determined assessment and accountability targets. Recommendations include additional research into Lawrence Public Schools’ data use to further inform a blueprint for comprehensive district-wide reform as well as the development of exit criteria from receivership
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
DeMartino, Linsay A., i Linsay A. DeMartino. "Transformative Leadership in Practice: Leading with the Modern School Community". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621824.
Pełny tekst źródłaArnaut, Nemanja. "Leadership as Practice within a Remote Working Environment : Interview Study". Thesis, Uppsala universitet, Industriell teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-454547.
Pełny tekst źródłaAl, Afifi Maan Nadeem Ali. "Leadership best practice for sustaining business excellence in innovative organisations". Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/19229/.
Pełny tekst źródłaLenhart, Natalie Kay. "Nursing Leadership Influence on Evidence-Based Practice Culture and Integration". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3497.
Pełny tekst źródłaKelm, Paul E. "A theology of ministerial practice". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Pełny tekst źródłaPriest, Kerry Louise. "Constructing Leadership Identities through Participation in a Leadership Living-Learning Community". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28135.
Pełny tekst źródłaPh. D.
McLaughlin, Sarah L. "Enhancing Culturally Responsive Practice in a District: Engaging Families through Culturally Responsive Practice". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108810.
Pełny tekst źródłaAs the populations of public schools in the United States grow increasingly more diverse, it is critical for district and school leaders to understand how educators make sense of their responsibility to improve outcomes for historically marginalized students. Culturally responsive practice (CRP) is a framework of beliefs and practices to enhance these students’ success. Additionally, it is well established that family engagement in schools also supports student achievement. This qualitative case study explores the intersection of CRP and family engagement by focusing on two research questions: (1) How do educators understand CRP in efforts to engage families of marginalized students and (2) How do educators enact that understanding in practice? It is part of a larger case study examining understanding and enactment of CRP in a diverse Massachusetts school district. Along with Mapp’s (2013) Dual Capacity Building Framework of family engagement, I apply Maitlis’ (2005) organizational sensemaking theory to data collected from semi-structured interviews, document review and an online survey. Findings reveal that educators understood CRP in regards to family engagement as the need to know students and families and recognize differences in their cultures. Also, educator understanding emanates from both personal and professional experiences including learning from colleagues, students and families. However, educators lack a common definition or understanding of CRP in regards to family engagement. Consequently, family engagement practices vary and tend to be more traditional versus reflective of CRP. This study revealed the need for stronger district direction and support for CRP and family engagement
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Warren, Janet W. "Merging Education With Experience: Transforming Learning into Practice". University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1331296787.
Pełny tekst źródłaDiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice". Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.
Pełny tekst źródłaWith increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).
The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.
This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.
A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.
The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.
Gournaris, Kara. "Engaging in a Rural Deaf Community of Practice". PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5114.
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