Superintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptions

Persistent Link:
http://hdl.handle.net/10150/194358
Title:
Superintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptions
Author:
Poling, Stephen Joseph
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Current school reforms under No Child Left Behind (NCLB, 2001) call for effective leadership from federal and state levels and across the school district from the superintendent to the school level to improve student learning. Part of the complexity of NCLB is greater superintendent accountability for increased student learning, which necessitates new conceptions of superintendent leadership behaviors.An unexplored area of educational research involves elementary principals' and superintendents' perceptions of superintendents' leadership behaviors and perceptions of superintendents' leadership behaviors for Dynamic Indicators of Basic Early Literacy Skills (DIBELS) implementation. Additionally, an unexplored area of educational research is the comparison of elementary principals' perceptions of superintendent leadership behaviors with superintendents' self-reported leadership behaviors. The purpose of this study was to examine principals' and superintendents' perceptions of superintendents' leadership behaviors for DIBELS implementation.This mixed methods comparative case study used Q-methodology, and principals' and superintendents' interviews. Field observations and document analysis enriched the descriptions and understandings of superintendent leadership in this study.Findings indicated superintendents set defensible directions and influenced principals to implement DIBELS. Superintendents provided a leadership support network for principals comprised of mid-level district administrators. The relationships in this network, coupled with supports and resources in the network, gave principals access to social capital for DIBELS implementation.
Type:
text; Electronic Dissertation
Keywords:
DIBELS; Elementary Principal; NCLB; Q methodology; Social Capital; Superintendent
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Leadership; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Taylor, John L.
Committee Chair:
Taylor, John L.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleSuperintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptionsen_US
dc.creatorPoling, Stephen Josephen_US
dc.contributor.authorPoling, Stephen Josephen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractCurrent school reforms under No Child Left Behind (NCLB, 2001) call for effective leadership from federal and state levels and across the school district from the superintendent to the school level to improve student learning. Part of the complexity of NCLB is greater superintendent accountability for increased student learning, which necessitates new conceptions of superintendent leadership behaviors.An unexplored area of educational research involves elementary principals' and superintendents' perceptions of superintendents' leadership behaviors and perceptions of superintendents' leadership behaviors for Dynamic Indicators of Basic Early Literacy Skills (DIBELS) implementation. Additionally, an unexplored area of educational research is the comparison of elementary principals' perceptions of superintendent leadership behaviors with superintendents' self-reported leadership behaviors. The purpose of this study was to examine principals' and superintendents' perceptions of superintendents' leadership behaviors for DIBELS implementation.This mixed methods comparative case study used Q-methodology, and principals' and superintendents' interviews. Field observations and document analysis enriched the descriptions and understandings of superintendent leadership in this study.Findings indicated superintendents set defensible directions and influenced principals to implement DIBELS. Superintendents provided a leadership support network for principals comprised of mid-level district administrators. The relationships in this network, coupled with supports and resources in the network, gave principals access to social capital for DIBELS implementation.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectDIBELSen_US
dc.subjectElementary Principalen_US
dc.subjectNCLBen_US
dc.subjectQ methodologyen_US
dc.subjectSocial Capitalen_US
dc.subjectSuperintendenten_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorTaylor, John L.en_US
dc.contributor.chairTaylor, John L.en_US
dc.contributor.committeememberPedicone, Johnen_US
dc.contributor.committeememberHendricks, J. Roberten_US
dc.identifier.proquest10367en_US
dc.identifier.oclc659751983en_US
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