Literaturnachweis - Detailanzeige
| Autor/in | Alexander, Sherri A. |
|---|---|
| Titel | A Case Study on Leadership for Secondary Response to Intervention Implementation |
| Quelle | (2012), (137 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-2675-7221-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Response to Intervention; Program Implementation; Leadership; Case Studies; Qualitative Research; Suburban Schools; High Schools; Interviews; Principals; Administrator Evaluation; Administrator Characteristics; Administrator Qualifications; Ohio |
| Abstract | There is currently little research to guide leaders implementing Response to Intervention (RTI) at the secondary level. The problem is that research that does exist focuses on limited settings and demographics. The focus of this multiple-case, qualitative study was to investigate leadership skills necessary for RTI implementation at a suburban high school. In addition, the study determined if second-order leadership skills were identified as important to the implementation process. Data were collected from interviews with two high school principals from suburban districts in Ohio and six staff members from each school. Principals were also asked to complete the Balanced Leadership Profile which was used to evaluate principal leadership characteristics specific to first and second order change. Data were analyzed using past research on RTI implementation and leadership skills necessary for second-order change. The themes coded from the data collected suggest there are six necessary leadership skills: (a) principal as listener and collaborator, (b) principal as consensus builder, (c) principal as data manager, (d) principal as cheerleader, (e) principal as resource provider, and (f) principal as participant. Conclusions drawn from the data suggested that leadership skills necessary for RTI implementation at a suburban high school were similar to those necessary in other research, but second-order leadership skills were not necessarily important to the implementation process. Recommendations were supplied for principal leaders that they must utilize these skills in order to implement RTI. Findings also suggested that skills necessary for second-order change were not necessary in the implementation of RTI in each setting. Future studies that could further this research include studying effective high school scheduling and structures for RTI, data-based interventions for high schools, and how change impacts the RTI implementation process. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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