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An Examination of Principals' Leadership and its Impact on Early Elementary Grades.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Examination of Principals' Leadership and its Impact on Early Elementary Grades./
Author:	Hallissey, Megan.
Description:	1 online resource (293 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355134452

An Examination of Principals' Leadership and its Impact on Early Elementary Grades.
Hallissey, Megan.

An Examination of Principals' Leadership and its Impact on Early Elementary Grades. - 1 online resource (293 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2017.

Includes bibliographical references

This exploratory, qualitative multiple-site case study examined principals' expectations of teaching practices and children's learning for early elementary grade levels (K, 1st, 2nd, and 3 rd). Specifically, this study investigated principals' understanding of developmentally appropriate practices regarding instructional methods, curriculum content, and assessment strategies. This study also examined how these constructs impact leadership decisions and offered contextual examples to exemplify their influence in real-life situations. Data collection included different school configurations (i.e., PreK-1st grade, PreK-3 rd grade, K-5th grade, PreK-8th grade), and consisted of multiple data sources -- school observations, teacher and principal interviews, questionnaires, teacher evaluations, a video clip, and artifacts. The twelve guidelines of Developmentally Appropriate Practices (DAP) and the Professional Standards of Educational Leaders (PSEL) provided a framework for thematic analysis.

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

Mode of access: World Wide Web

ISBN: 9780355134452Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

An Examination of Principals' Leadership and its Impact on Early Elementary Grades.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Advisers: Cathy Mogharreban; John McIntyre.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2017.
504 $a Includes bibliographical references
520 $a This exploratory, qualitative multiple-site case study examined principals' expectations of teaching practices and children's learning for early elementary grade levels (K, 1st, 2nd, and 3 rd). Specifically, this study investigated principals' understanding of developmentally appropriate practices regarding instructional methods, curriculum content, and assessment strategies. This study also examined how these constructs impact leadership decisions and offered contextual examples to exemplify their influence in real-life situations. Data collection included different school configurations (i.e., PreK-1st grade, PreK-3 rd grade, K-5th grade, PreK-8th grade), and consisted of multiple data sources -- school observations, teacher and principal interviews, questionnaires, teacher evaluations, a video clip, and artifacts. The twelve guidelines of Developmentally Appropriate Practices (DAP) and the Professional Standards of Educational Leaders (PSEL) provided a framework for thematic analysis.
520 $a Results indicate principals have minimal training in early childhood pedagogy which may impact teacher evaluations and hiring practices. Results also suggest principals' explicit leadership decisions conflict with DAP (utilization of external rewards, elimination of art, elimination of play, insufficient reporting measures, etc.). These leadership decisions may inhibit student growth, learning, and development including opportunities for self-regulation. Principals' implicit leadership decisions may also be promoting inappropriate instructional practices (i.e., prescribed curriculum, teacher-directed whole group instruction, lengthy computerized testing, etc.), but data suggests external influences could be a factor as well. Policy implications and practice recommendations are included.
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 Early childhood education. $3 557157
650 4 $a Education. $3 555912
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southern Illinois University at Carbondale. $b Curriculum and Instruction. $3 1179923
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10259663 $z click for full text (PQDT)