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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools./
Author:	Cupidore, Calvin C., Jr.
Description:	1 online resource (217 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Subject:	Educational leadership. -
Online resource:	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.
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245 1 0 $a Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools.
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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
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650 4 $a Educational administration. $3 1148465
650 4 $a Education policy. $3 1107727
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