A Phenomenological Study of Connecticut Public School Principals Leading at Effective Schools Inclusive of Grades Pre-K through Third

Autor/in	Brinnel, Andrea Faith Lieber
Titel	A Phenomenological Study of Connecticut Public School Principals Leading at Effective Schools Inclusive of Grades Pre-K through Third
Quelle	(2013), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, American International College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-7036-7
Schlagwörter	Hochschulschrift; Dissertation; Principals; Phenomenology; Public Schools; Elementary Schools; School Effectiveness; Preschool Education; Interviews; Administrator Characteristics; Kindergarten; Grade 1; Grade 2; Grade 3; Connecticut + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Phenomenological psychology; Phänomenologie; Psychologie; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Schuleffizienz; Pre-school education; Vorschulerziehung; Interviewing; Interviewtechnik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	The developmental period between preschool and third grade is unique (Copple, Bredekamp, & National Association for the Education of Young Children, 2009). This phenomenological study of elementary school principals explores the essence of those leaders whose schools serve students in the early childhood period of prekindergarten (pre-k) to grade three. Specifically, this approach will allow the researcher to delve deeply into the characteristics of elementary principals as they relate to the principals' leadership during this developmental period. Through the use of interviews, themes are analyzed, leading to the delineation of the characteristics of these principals and their leadership of elementary schools at the pre-k through grade-three time period. The intention of this study is to describe the phenomenon of principals' experiences leading effective elementary schools that are inclusive of preschool. The sample consists of twelve principals from public schools in Connecticut. Interviews were conducted with each principal using a researcher-developed protocol. The purpose of this study is to translate these themes into suggestions to improve practices of elementary school principals leading at schools inclusive of pre-K to grade three. [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