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Collaborative Creativity : = Educational Leadership Real & Reimagined : A Historical Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Collaborative Creativity :/
Reminder of title:	Educational Leadership Real & Reimagined : A Historical Case Study.
Author:	Mock, Aspen Brianna.
Description:	1 online resource (253 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355876413

Collaborative Creativity : = Educational Leadership Real & Reimagined : A Historical Case Study.
Mock, Aspen Brianna.

Collaborative Creativity :Educational Leadership Real & Reimagined : A Historical Case Study. - 1 online resource (253 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Point Park University, 2018.

Includes bibliographical references

This historical case study of a Western Pennsylvania school district is the first known study to not only identify, but to operationalize the qualities of collaborative creative leadership in the educational domain. The purpose of this study is to illuminate collaborative creative educational leadership (CCEL) through a historical case study of an isolated time period (1989-1998) in a school system that practiced that concept to such a degree that to some involved it became characterized as "Camelot." Studying the relationship between how identity (self-beliefs), self-efficacy, persistence and creative synergy may be symbiotic in practice can result in broader and deeper understandings of the creative and visionary capacities of educational leadership potential. Chapter One outlines the major challenges to implementing and understanding creative synergy in educational leadership practice. A complete review of Chapter Two defines and contextualizes creativity for educational leadership, identifies creativity as domain-specific, identifies construction of creative practice as concomitantly individual and social, and suggests attention to collaborative creative synergy as a way to formulate new and impressionable narrative theories for creative educational leadership. Chapter Three presents the specifics of the qualitative aspects of the descriptive historical case study with the gathering of data in the form of a focus group, individual interviews and document review to discover through both a priori and emergent coding key phenomena connected with collaborative creative synergy in an educational context. In Chapter Four the researcher engaged in narrative analysis and created a summary comparison of narratives (Schutt, 2004, pp. 434-5). Chapter Five concludes the study with the discussion of findings: it is apparent that collaborative creative leadership cannot be replicated in exactitude from district to district, however, there are certain features such as the "Nine Elements of Flow", the creative process itself, and the construction of a lived, breathing cultural narrative that can sustain this sort of leadership infrastructure in a district so that each district may create its own unique version of "Camelot".

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355876413Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Collaborative Creativity : = Educational Leadership Real & Reimagined : A Historical Case Study.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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502 $a Thesis (Ed.D.)--Point Park University, 2018.
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520 $a This historical case study of a Western Pennsylvania school district is the first known study to not only identify, but to operationalize the qualities of collaborative creative leadership in the educational domain. The purpose of this study is to illuminate collaborative creative educational leadership (CCEL) through a historical case study of an isolated time period (1989-1998) in a school system that practiced that concept to such a degree that to some involved it became characterized as "Camelot." Studying the relationship between how identity (self-beliefs), self-efficacy, persistence and creative synergy may be symbiotic in practice can result in broader and deeper understandings of the creative and visionary capacities of educational leadership potential. Chapter One outlines the major challenges to implementing and understanding creative synergy in educational leadership practice. A complete review of Chapter Two defines and contextualizes creativity for educational leadership, identifies creativity as domain-specific, identifies construction of creative practice as concomitantly individual and social, and suggests attention to collaborative creative synergy as a way to formulate new and impressionable narrative theories for creative educational leadership. Chapter Three presents the specifics of the qualitative aspects of the descriptive historical case study with the gathering of data in the form of a focus group, individual interviews and document review to discover through both a priori and emergent coding key phenomena connected with collaborative creative synergy in an educational context. In Chapter Four the researcher engaged in narrative analysis and created a summary comparison of narratives (Schutt, 2004, pp. 434-5). Chapter Five concludes the study with the discussion of findings: it is apparent that collaborative creative leadership cannot be replicated in exactitude from district to district, however, there are certain features such as the "Nine Elements of Flow", the creative process itself, and the construction of a lived, breathing cultural narrative that can sustain this sort of leadership infrastructure in a district so that each district may create its own unique version of "Camelot".
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