What Role Does Distributed Leadership Play in Implementing Professional Learning Communities?

This multiple case study examined three Midwestern elementary schools identified as having successfully implemented professional learning communities for many years. From the data, themes emerged indicating that there are key distributive components to successful leadership in implementation of the school improvement initiative. The findings in this study demonstrate that successful leaders create a collaborative culture, seek shared leadership and decision-making practices and have a narrow focus on student learning. Implications for principals and leadership preparatory programs are significant

Case Study: Attitudes of Rural High School Students and Teachers Regarding Inclusion

This case study was intended to explore the premise that the perceptions of the stakeholders regarding inclusion should enhance the implementation of the process in a k-12 rural setting. Therefore, rural high school students’ and rural general education and special education teachers’ perceptions of inclusion provided the primary focus of this case study. Data analysis identified that while overall general education teachers supported the idea of inclusion they did not believe that they were trained. Additionally, the students supported the concept of inclusion when they were allowed choice in which classroom they were placed and if the teacher allowed choice in classroom activities. Also the classroom size was identified by all stakeholders as an issue by being affected negatively by the addition of more students being placed in inclusive classrooms. Implications for the teacher training, and the allocation of resources in rural settings are significant

Edward W. Chance Dissertation Award: A case study: Leadership and its Effect on Achievement of Children from Poverty in a Rural Setting

The purpose of this study was to examine the perceived effectiveness of leadership in a Missouri rural K-8 school with a high incidence of poverty that consistently met federal and state accountability mandates. The concepts of accountability as measured by student achievement, the unique educational needs of children from poverty, and the challenges of the rural school location were viewed through the lens of leadership. Ten practices of leadership that lead to consistent student achievement were suggested. They include integrity and courage, focus and vision, expectations and data evaluation, resources and empowerment, role modeling, and collaboration. Implications of this study could impact mentoring programs to support beginning and practicing administrators, leadership training in schools of education and state leadership programs, programs and instruction designed for children from poverty, and considerations of the monetary and educational cost of consolidation

A Comparison of the Parent-Child Interactions Between Russian Immigrant and Non-immigrant Families in a Rural Setting in Missouri

The purpose of this study was to compare the parent/child interactions between Russian immigrant and non-immigrant families in a rural Missouri school setting. A questionnaire was administered to 30 American families and 30 Russian immigrant families. Data concerning developmental level upon kindergarten entry were gathered from kindergarten screening protocols. Findings revealed that there were significance differences between the two sets of parents for the twelve literacy activities. Also significant differences were found regarding developmental levels between children who received Head Start as compared to those who attended preschool. Implications for early childhood literacy programs and the development of preschool language immersion programs within rural settings are significant. Also implications regarding understanding other ethnicities and cultures by rural educators are important

Are Principals Prepared to Lead in Schools with Diverse Student Populations Using Invitational Leadership?

This inquiry sought to create meaning via an invitational leadership lens about how principals are prepared to lead in schools with diverse student populations. Data revealed principals’ perceptions about preparation related to invitational leadership emphasized contradictions between principals’ inviting-oriented rhetoric and their underlying beliefs regarding diverse student populations. Implications include opportunities that principal preparation programs include invitational leadership at the forefront of social justice leadership, as they prepare leaders working with diverse student populations

The Role of Gender and How it Relates to Conflict Management Style and School Culture

This investigation focused on principals, by gender, and the impact that the principals\u27 conflict management style had on cultural aspects in schools. Findings were: principals with a conflict management style that is high in dominating show lower school culture scores in professional development, and, conversely, principals with a conflict management style that is high in initiating indicate higher school culture scores in teacher collaboration. When split by gender, the findings were: male principals whose conflict management style is dominating receive lower school culture scores in teacher collaboration, while female principals whose conflict management style was viewed as integrating receive higher school culture scores in professional development and teacher collaboration

Chasing a Gendered Agenda: Collaboration and Team Teaching in Higher Education

This case study sought to characterize and give voice to women faculty working in collaboration and team teaching with male faculty in a higher education setting. The experiences of the women, as well as how they made sense of their experiences are presented. Then, cast against the framework of Feminist Phase Theory, particular attention is paid to the structure, climate, and culture of the work experience. The significance of the study is found in the multiple realities of women faculty members\u27 experiences, and in the suggestions provided for improving the chances of success for female and male faculty to collaboratively work and teach together

Gender, Professional Orientation, and Student Achievement: Elements of School Culture

This study explored the relationships between professional orientation (defined as how the principal sees his or her role in the organization) and school culture, the influence of gender on professional orientation, and the relationship between school culture and the academic achievement of students. One hundred principals were surveyed. Two instruments, the Professional Orientation and the School Culture Survey were completed. The results were analyzed using linear regression statistics to determine (a) gender and professional orientation effect on the factors of school culture, and (b) if factors of school culture had an effect on student success in the elementary school. Findings of this study suggested that the professional orientation of the principal does appear to have a significant effect on school culture. In addition, professional orientation choices do vary in ways that can be connected to gender. Of the six school culture factors, only learning partnership appears to have any significant effect on student achievement

Chasing a Gendered Agenda: Collaboration and Team Teaching in Higher Education

This case study sought to characterize and give voice to women faculty working in collaboration and team teaching with male faculty in a higher education setting. The experiences of the women, as well as how they made sense of their experiences are presented. Then, cast against the framework of Feminist Phase Theory, particular attention is paid to the structure, climate, and culture of the work experience. The significance of the study is found in the multiple realities of women faculty members\u27 experiences, and in the suggestions provided for improving the chances of success for female and male faculty to collaboratively work and teach together

The Role of Gender and How it Relates to Conflict Management Style and School Culture

This investigation focused on principals, by gender, and the impact that the principals\u27 conflict management style had on cultural aspects in schools. Findings were: principals with a conflict management style that is high in dominating show lower school culture scores in professional development, and, conversely, principals with a conflict management style that is high in initiating indicate higher school culture scores in teacher collaboration. When split by gender, the findings were: male principals whose conflict management style is dominating receive lower school culture scores in teacher collaboration, while female principals whose conflict management style was viewed as integrating receive higher school culture scores in professional development and teacher collaboration