國立虎尾科技大學 |

Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools./
作者:	Cupidore, Calvin C., Jr.
面頁冊數:	1 online resource (217 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355133493

Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools.
Cupidore, Calvin C., Jr.

Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools. - 1 online resource (217 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Walden University, 2017.

Includes bibliographical references

Educators have regarded building leader-member relationships using collaboration as a fundamental component to successfully improve students' academic achievement. Ineffective collaborative leadership practices may lead to achievement deficits particularly for many urban charter schools operated by educational management organizations. The purpose of this case study was to explore collaborative leadership practices educational management organization leaders need to assist school principals in low-performing K-12 urban charter schools to improve academic achievement. Guided by Fiedler's contingency theory, this case study explored the successful collaborative leadership practices of educational management organization leaders and school principals in a midwestern urban charter school to improve academic achievement. Data collection included semistructured interviews with 3 educational management organization leaders and 5 urban charter school principals and reviewing archival company documents. Data analysis involved coding and theming significant phrases and emerging patterns related to successful collaborative leadership practices until reaching data saturation. The emerging themes revealed included collaborative practices; academic achievement; implementation to change; school improvement; professional development; compliance and regulations; organizational culture, and community involvement. Findings from this case study resonated with Fiedler's contingency theory and indicated the significance of collaborative leadership practices. A significant positive social change implication is that the awareness of collaborative leadership practices in low-performing K-12 urban charter schools can enhance student academic achievement.

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

Mode of access: World Wide Web

ISBN: 9780355133493Subjects--Topical Terms:

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

554714
Electronic books.

Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools.
LDR:02968ntm a2200337K 4500 001 913100
005 20180614071648.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355133493
035 $a (MiAaPQ)AAI10608616
035 $a (MiAaPQ)waldenu:19275
035 $a AAI10608616
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Cupidore, Calvin C., Jr. $3 1185769
245 1 0 $a Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools.
264 0 $c 2017
300 $a 1 online resource (217 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Donna Graham.
502 $a Thesis (Ed.D.)--Walden University, 2017.
504 $a Includes bibliographical references
520 $a Educators have regarded building leader-member relationships using collaboration as a fundamental component to successfully improve students' academic achievement. Ineffective collaborative leadership practices may lead to achievement deficits particularly for many urban charter schools operated by educational management organizations. The purpose of this case study was to explore collaborative leadership practices educational management organization leaders need to assist school principals in low-performing K-12 urban charter schools to improve academic achievement. Guided by Fiedler's contingency theory, this case study explored the successful collaborative leadership practices of educational management organization leaders and school principals in a midwestern urban charter school to improve academic achievement. Data collection included semistructured interviews with 3 educational management organization leaders and 5 urban charter school principals and reviewing archival company documents. Data analysis involved coding and theming significant phrases and emerging patterns related to successful collaborative leadership practices until reaching data saturation. The emerging themes revealed included collaborative practices; academic achievement; implementation to change; school improvement; professional development; compliance and regulations; organizational culture, and community involvement. Findings from this case study resonated with Fiedler's contingency theory and indicated the significance of collaborative leadership practices. A significant positive social change implication is that the awareness of collaborative leadership practices in low-performing K-12 urban charter schools can enhance student academic achievement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Educational administration. $3 1148465
650 4 $a Education policy. $3 1107727
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0514
690 $a 0458
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10608616 $z click for full text (PQDT)