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dc.contributor.advisorPlacier, Peggyeng
dc.contributor.authorLee-Gwin, Rebeccaeng
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.description"July 2012"eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Urban education requires leadership and implementation as key drivers of change. However, educational leaders often find themselves at odds with what is best for children and adult agendas. As complicated as urban education is, one aspect is essential if increased student achievement is to be accomplished. Resources must be directed toward instructional, not operational costs, as financial and academic stability and sustainability are linked. This dissertation, written in the form of a monograph, includes an article that evaluates iterative right-sizing as an ongoing managerial process that encourages an organization to continually evaluate its assets. Urban school districts as a whole have struggled with the capacity to remain financially stable and sustain academic programming. The monograph consists of four chapters written by former members of the Kansas City, Missouri Senior Leadership Team who lead efforts to disrupt and transform public schooling with the district. The four strategic endeavors designed to address increasing student achievement include: School Board Micromanagement, Right-Sizing, Student Centered-Learning, and Equity and Access in relation to Gifted and Talented Education. Urban education is a challenge worth the goal of providing the children within the urban core the education they deserve. This monograph is a commentary on what leadership and commitment can accomplish when the interconnections with different transformational efforts among governance, right-sizing, instructional delivery and specialized services come together.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentxi, 241 pageseng
dc.identifier.oclc872569309eng
dc.identifier.urihttps://hdl.handle.net/10355/15929
dc.identifier.urihttps://doi.org/10.32469/10355/15929eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subjectschool financeeng
dc.subjectstudent-centered learningeng
dc.subjecttransformational leadershipeng
dc.subjecturban educationeng
dc.titleJright-sizing [sic] as an iterative process for 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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