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Protecting Equal and Excellent Learning Outcomes : = A Study of Leadership Competencies and Practices for the Inclusion of Students Receiving Special Education Services at the Elementary Level.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Protecting Equal and Excellent Learning Outcomes :/
其他題名:	A Study of Leadership Competencies and Practices for the Inclusion of Students Receiving Special Education Services at the Elementary Level.
作者:	Fedigan, Amy L.
面頁冊數:	1 online resource (235 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355861532

Protecting Equal and Excellent Learning Outcomes : = A Study of Leadership Competencies and Practices for the Inclusion of Students Receiving Special Education Services at the Elementary Level.
Fedigan, Amy L.

Protecting Equal and Excellent Learning Outcomes :A Study of Leadership Competencies and Practices for the Inclusion of Students Receiving Special Education Services at the Elementary Level. - 1 online resource (235 pages)

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

Thesis (Ed.D.)--Southern Connecticut State University, 2018.

Includes bibliographical references

Despite the current landscape of public education characterized by unprecedented accountability for student achievement as measured by established standards for learning, an achievement gap persists with regard to the demonstrated poor outcomes of students served with special education support plans. Principal leadership can have a significant impact on the improved learning outcomes of all students. Although expectations for leadership practice are articulated within established standards which require leadership for all students, educational leaders report feeling underprepared for their role with regard to special education issues, which comprises the potential achievement levels of this identified group.

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

Mode of access: World Wide Web

ISBN: 9780355861532Subjects--Topical Terms:

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

554714
Electronic books.

Protecting Equal and Excellent Learning Outcomes : = A Study of Leadership Competencies and Practices for the Inclusion of Students Receiving Special Education Services at the Elementary Level.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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504 $a Includes bibliographical references
520 $a Despite the current landscape of public education characterized by unprecedented accountability for student achievement as measured by established standards for learning, an achievement gap persists with regard to the demonstrated poor outcomes of students served with special education support plans. Principal leadership can have a significant impact on the improved learning outcomes of all students. Although expectations for leadership practice are articulated within established standards which require leadership for all students, educational leaders report feeling underprepared for their role with regard to special education issues, which comprises the potential achievement levels of this identified group.
520 $a Using Spencer and Spencer's Iceberg Competency Model (1993, 2008), this qualitative case study examined the self-reported competencies (i.e., skills, knowledge, values, self-concept, traits, attitudes, beliefs, and motives) as described by the school-principal participants in their work to include students with special education identification in their learning communities.
520 $a The research study explores the possible relationship between school leader characteristics and the identified competencies. The investigation explores the specific resources and strategic actions practiced by the school principals.
520 $a This study found no observed pattern between the educator characteristics and identified competencies, resources, or strategic actions. Regardless of differences in age, educator experiences, and prior coursework school leaders reported common themes across the competencies investigated. The competencies "below-surface" such as traits, values, self-concept, attitudes, beliefs, and motives are most critical to promote the transformational leadership required to foster collaborative communities working in concert to achieve a shared vision of high expectations for all learners.
520 $a These findings suggest that preparation programs and in-service professional learning opportunities for educational leaders must seek to strengthen the competencies that these leaders will require to be effective in their role of protecting of the educational rights of all children.
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