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dc.contributor.advisorPlacier, Peggyeng
dc.contributor.authorCovington, J. Wm.eng
dc.date.issued2012eng
dc.date.submitted2012 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on November 1, 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. Peggy Placiereng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2012.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description"July 2012"eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This different type of dissertation, written in the form of a monograph, includes an article developed from the first chapter, a retrospective case study which investigates the micro-management practices of the Kansas City, Missouri School District Board of Education and the extent to which the transition the Board made from governing by committee to a system of Policy Governance[registered trademark] limited or eliminated its micromanagement practices. The case study provides an overview of the school district and reviews the related literature from local, state and national perspectives. The remaining monograph consists of three chapters written by former members of the Kansas City, Missouri Senior Leadership during the Covington's Administration whose work contributed to efforts to transform the district through the implementation strategic endeavors designed to foster improved student achievement. These chapters were written from individual expertise and align to authors' respective roles, duties and responsibilities as members of the superintendent's cabinet. The chapters have as a primary focus Right Sizing, Student Centered Learning, and Equity and Access in relation to Gifted and Talented Education. The monograph concludes with a general commentary on leadership and teamwork as key factors in accomplishing various initiatives in an urban school system where ineffective systems may have become so ingrained until virtually nothing can be done to improve student achievement.eng
dc.format.extentx, 250 pageseng
dc.identifier.oclc872569256eng
dc.identifier.urihttps://hdl.handle.net/10355/15926
dc.identifier.urihttps://doi.org/10.32469/10355/15926eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subjectstudent-centered learningeng
dc.subjectblended learningeng
dc.subjecttransformational leadershipeng
dc.subjectschool board policyeng
dc.titleA retrospective case study: school board micro-management in the Kansas City, Missouri school districteng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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