國立虎尾科技大學 |

Effective Leadership for the Implementation of the Common Core State Standards : = Principal Behaviors that Develop Professional Capital to Create Conditions for Positive Change.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effective Leadership for the Implementation of the Common Core State Standards :/
Reminder of title:	Principal Behaviors that Develop Professional Capital to Create Conditions for Positive Change.
Author:	Brett, Eileen B.
Description:	1 online resource (417 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780438061576

Effective Leadership for the Implementation of the Common Core State Standards : = Principal Behaviors that Develop Professional Capital to Create Conditions for Positive Change.
Brett, Eileen B.

Effective Leadership for the Implementation of the Common Core State Standards :Principal Behaviors that Develop Professional Capital to Create Conditions for Positive Change. - 1 online resource (417 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Loyola University Chicago, 2018.

Includes bibliographical references

Identifying specific leadership behaviors of elementary school principals that create conditions for positive change is critical to implementing educational reform. The purpose of this research is to identify specific leadership behaviors of principals that have positively impacted the implementation of the Common Core State Standards through the development of professional capital.

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

Mode of access: World Wide Web

ISBN: 9780438061576Subjects--Topical Terms:

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

554714
Electronic books.

Effective Leadership for the Implementation of the Common Core State Standards : = Principal Behaviors that Develop Professional Capital to Create Conditions for Positive Change.
LDR:03545ntm a2200397Ki 4500 001 919826
005 20181130083350.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438061576
035 $a (MiAaPQ)AAI10745892
035 $a (MiAaPQ)lucedu:10218
035 $a AAI10745892
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Brett, Eileen B. $3 1194478
245 1 0 $a Effective Leadership for the Implementation of the Common Core State Standards : $b Principal Behaviors that Develop Professional Capital to Create Conditions for Positive Change.
264 0 $c 2018
300 $a 1 online resource (417 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: 79-10(E), Section: A.
500 $a Adviser: Vesna Cejovic.
502 $a Thesis (Ed.D.)--Loyola University Chicago, 2018.
504 $a Includes bibliographical references
520 $a Identifying specific leadership behaviors of elementary school principals that create conditions for positive change is critical to implementing educational reform. The purpose of this research is to identify specific leadership behaviors of principals that have positively impacted the implementation of the Common Core State Standards through the development of professional capital.
520 $a The Common Core Standards represent a recent movement to create national standards, founded on the belief that schools have an obligation to ensure that all students are college and career ready (McLaughlin & Overturf, 2012; Conley; 2014a). Implementing the Common Core has challenged principals to develop leadership skills to support change demanded by the implementation of rigorous standards.
520 $a Principals and teachers were surveyed to identify the degree to which explicit behaviors were demonstrated by elementary principals to support a culture of change during the implementation of the Common Core. Survey questions were rooted in the conceptual framework of Hargreaves and Fullan's work on building professional capital as described in their book, Professional Capital, Transforming Teaching in Every School (2012).
520 $a Specific principal behaviors were analyzed in relationship to the development of professional capital, including human, social and decision making capital. Human capital refers to the quality of teachers based on their skills, knowledge and ability. Social capital supports the relationships amongst teachers and decision making capital refers to decision making regarding all aspects of teaching and learning (Fullan, 2014; Hargreaves & Fullan, 2012).
520 $a This study demonstrates that participating principals display behaviors that support the development of human capital and decision making capital to a greater degree than social capital. Two important takeaways of this research include the competency of principals in developing social capital as a means of enhancing and extending both human and decision making capital, and the influence of specific principal behaviors in creating conditions for positive change.
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 Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0514
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Loyola University Chicago. $b Education. $3 1183135
773 0 $t Dissertation Abstracts International $g 79-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10745892 $z click for full text (PQDT)