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dc.contributor.advisorDavis, Donna M. (Donna Marie)eng
dc.contributor.authorFields, Joshua Pauleng
dc.date.issued2012-06-13eng
dc.date.submitted2012 Springeng
dc.descriptionTitle from PDF of title page, viewed on June 13, 2012eng
dc.descriptionDissertation advisor: Donna Daviseng
dc.descriptionVitaeng
dc.descriptionIncludes bibliographic references (p. 135-147)eng
dc.descriptionThesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2012eng
dc.description.abstractThe purpose of this heuristic case study, also informed through the tradition of critical systems theory was to explore elementary principals‟ “voices” in instructional decisions made by central office administrators at a large suburban school district in a Midwestern State. Six elementary principals were interviewed for this study. Additional data included observations of elementary principal meetings, an open-ended survey with the six elementary principals, and document analysis of the district‟s strategic plan and policies dealing with instruction/curriculum. Using the phases of heuristic inquiry; initial engagement, immersion, incubation, illumination, explication, and creative synthesis all helped to disclose the truth. Findings suggested that there is a need in this district for a shared-decision making model. The district policies and strategic plan demonstrate on paper that the district values shared decision-making, but from the perceptions of principals this is not occurring in reality. There must be a process in place in which the structures of shared decision making, principal “voice,” and dialogue are valued by both the elementary principal group and central office administrators.eng
dc.description.tableofcontentsIntroduction -- Review of literature -- Methodology -- Results and discussion -- Implications and recommendations -- Appendix A. Demographic elementary principal open-ended survey -- Appendix B. Informed consent to participate in research study -- Appendix C. Interview protocol -- Appendix D. Observation protocoleng
dc.format.extentix, 149 pageseng
dc.identifier.urihttp://hdl.handle.net/10355/14628eng
dc.publisherUniversity of Missouri--Kansas Cityeng
dc.subject.lcshSchool principalseng
dc.subject.lcshSchool management and organizationeng
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Educationeng
dc.titleElementary principals as developers vs. deliverers of district instructional decisionseng
dc.typeThesiseng
thesis.degree.disciplineEducation (UMKC)eng
thesis.degree.grantorUniversity of Missouri--Kansas Cityeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd.D.eng


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