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dc.contributor.advisorWatkins, Paul J.eng
dc.contributor.authorRitter, Steven J.eng
dc.date.issued2013eng
dc.date.submitted2013 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 28, 2013).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. Paul Watkinseng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri-Columbia 2013.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description"May 2013"eng
dc.description.abstractThe purpose of this study was to discover how principals of rural high schools lead instructional changes in their school. Reeves's (2009) concepts for leading change in schools is the conceptual framework for this study. The research questions are based around Reeves's conceptual framework of a four-stage process for bringing about change in schools. Interview questions were used to determine how the principals led the change process in their schools by setting the stage for change, planning the change process, implementing the changes, and sustained the changes. Participants for the study included the principals of three rural high schools, an assistant superintendent from one school, and a focus group of 3-6 teachers from each school. The findings of this study revealed how principals led their school's faculty to change the way instruction was conducted in the classrooms. The process for each school varied, but there were common themes from the schools at each stage of the process that provided implications for practice by future leaders wishing to lead a change process in their own schools. The findings and discussion of the findings led to recommendations for school leaders to utilize data, collaborate with teachers, reduce and address resistance, be aware of available resources for the change process, and use time effectively.eng
dc.format.extentvii, 165 pageseng
dc.identifier.oclc870534363eng
dc.identifier.urihttps://hdl.handle.net/10355/37804
dc.identifier.urihttps://doi.org/10.32469/10355/37804eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.subjectrural schoolseng
dc.subjectsecondary educationeng
dc.subjectinstructional changeeng
dc.subjectchange leadershipeng
dc.titleAn examination of how principals lead instructional change in rural high schoolseng
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


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