A Study of the Impact of a K-12 School District-University Doctoral Cohort on District Leadership Capacity

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Autor/in	Davis, Sharon
Titel	A Study of the Impact of a K-12 School District-University Doctoral Cohort on District Leadership Capacity
Quelle	(2010), (175 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Western Michigan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-3882-5
Schlagwörter	Hochschulschrift; Dissertation; Learning Theories; Program Effectiveness; Educational Change; Leadership; Class Activities; Problem Based Learning; Adult Learning; Adult Students; Phenomenology; College School Cooperation; Partnerships in Education; Best Practices; Theory Practice Relationship; Educational Administration; School Districts; Doctoral Programs; Interviews; Communities of Practice; Leadership Training + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning theory; Lerntheorie; Bildungsreform; Führung; Führungsposition; Problem-based learning; Problemorientiertes Lernen; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Phenomenological psychology; Phänomenologie; Psychologie; Hochschulpartnerschaft; Theorie-Praxis-Beziehung; Bildungsverwaltung; Schuladministration; Schulverwaltung; School district; Schulbezirk; Doktorandenprogramm; Interviewing; Interviewtechnik; Community; Führungslehre
Abstract	The phenomenological study examined how a K-12 school district-university partnership impacted a school district's leadership from the perspectives of cohort members and non-cohort members. The doctoral cohort consisted of 22 candidates. The intent of the program was to merge theory with best practice and to focus on increasing the district's leadership capacity. The study involved a purposeful sample of 10 participants that included 5 teachers who participated in the doctoral educational cohort and 5 teachers who were not members of the cohort. Data were collected through interviews. This doctoral cohort was modeled on learning theory that addressed the needs of adult learners. Course content was not changed; however, class activities and assignments were modified to address the professional development needs of cohort members while concurrently meeting university accreditation standards. Several courses extended across multiple semesters as a systematic approach was used to connect theory with district challenges. Respondents identified a number of changes that occurred in the areas of collaboration, knowledge, and leadership. This included increased participant leadership resulting from participation in the doctoral cohort partnership, and establishment of a learning community. Attitudinal changes were evident as participants demonstrated passion and enthusiasm in leaning activities. Non-cohort members witnessed professional growth in cohort members and noted that cohort members became a resource for non-cohort members in reference to teaching and assessment practices. Cohort members created a sense of shared responsibility and emerged as leaders who encouraged others to improve performance and create a collaborative community. Trust also increased between cohort and non-cohort members. Recommendations for further research included (1) a study regarding the long-term ramifications of doctoral cohort programs on school improvement, (2) the impact of cohorts on student achievement, and (3) the impact of cohorts on increasing measurable leadership capacity. The investigation adds to the literature on doctoral cohorts and provides insights into methods of alternate program delivery. The study examines the impact of doctoral cohorts and problem-based learning on a district's leadership capacity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10