[-] Show simple item record

dc.contributor.advisorMartin, Barbara N. (Barbara Nell), 1952-eng
dc.contributor.authorFoster-Nelson, Asiaeng
dc.date.issued2012eng
dc.date.submitted2012 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 28, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Barbara Martineng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri-Columbia 2012eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysiseng
dc.description"May 2012"eng
dc.description.abstractThe purpose of this research was two-fold: first, to explore the role of a program's use of distributive leadership practices in implementing substantive qualitative changes in an early childhood setting based on the Program Administration Scale (PAS) results. The second purpose was to provide an account of staff perceptions related to distributive leadership practices when applied to implementation of the PAS recommendations. Building an understanding of the role distributive leadership played in making substantive leadership changes significantly adds to the body of knowledge currently available on early childhood leadership practice. A multi-case study approach was used to generate qualitative based data. As Yin (1989), denoted, a qualitative framework allows for the investigation of issues that arise. As such, the use of a qualitative approach, allowed the research to formally address the meaning early childhood educators associated with the PAS assessment and recommendation process. Data within the study were gathered from interviews, focus group sessions, and document review providing multiple varying supports of the beliefs held by study participants. The results of the research study could impact early childhood practitioners within many differing program settings as issues such as implementation of assessment recommendations and shared leadership practices are addressed.eng
dc.format.extentix, 144 pageseng
dc.identifier.oclc872568857eng
dc.identifier.urihttps://hdl.handle.net/10355/14991
dc.identifier.urihttps://doi.org/10.32469/10355/14991eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectearly childhood leadershipeng
dc.subjectshared leadershipeng
dc.subjectProgram Administration Scaleeng
dc.titleThe role of distributive leadership in the implementation of program administration scale assessment recommendationseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record