dc.contributor.advisor | Placier, Peggy | eng |
dc.contributor.author | Lee-Gwin, Rebecca | eng |
dc.date.issued | 2012 | eng |
dc.date.submitted | 2012 Summer | eng |
dc.description | Title from PDF of title page (University of Missouri--Columbia, viewed on November 1, 2012). | eng |
dc.description | The 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.description | Dissertation advisor: Dr. Peggy Placier | eng |
dc.description | Includes bibliographical references. | eng |
dc.description | Vita. | eng |
dc.description | Ph. 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.bibref | Includes bibliographical references. | eng |
dc.format.extent | xi, 241 pages | eng |
dc.identifier.oclc | 872569309 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/15929 | |
dc.identifier.uri | https://doi.org/10.32469/10355/15929 | eng |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | Access is limited to the campus of the University of Missouri--Columbia. | eng |
dc.subject | school finance | eng |
dc.subject | student-centered learning | eng |
dc.subject | transformational leadership | eng |
dc.subject | urban education | eng |
dc.title | Jright-sizing [sic] as an iterative process for the Kansas City, Missouri school district | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Educational leadership and policy analysis (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ph. D. | eng |