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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorHerrell, Justin Lee, 1970-eng
dc.date.issued2008eng
dc.date.submitted2008 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on June 8, 2009)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.description.abstractSchool districts and administrators across the country are struggling to meet the mandates of the No Child Left Behind (NCLB) Education Act. The mandates and expectations of meeting adequate yearly progress as spelled out by NCLB were clear and the pressure was placed squarely on the shoulders of administrators and educators across the nation. This study was an implementation evaluation of the Continuous Quality Improvement (CQI) process, within three schools within a large urban school district, in southern Missouri. The goal of the study was to measure what, if any, change occurred in the perceptions of teachers within the buildings that had implemented CQI as compared to the year prior to CQI implementation and as compared to similar buildings that had not implemented CQI. The study concentrated on teachers' perceptions of the seven characteristics of CQI: Leadership, Strategic Planning, Student/Stakeholder Focus, Information and Analysis, Faculty/Staff Focus, Process Management, and Results; while utilizing data from the Missouri School Improvement Staff Survey. An implementation evaluation was chosen due to the school district being very early in its stages of CQI deployment and to ascertain the extent which implementation has changed teacher perceptions.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb68804027eng
dc.identifier.oclc374921134eng
dc.identifier.urihttps://doi.org/10.32469/10355/5611eng
dc.identifier.urihttps://hdl.handle.net/10355/5611
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshTotal quality management in educationeng
dc.subject.lcshSchool improvement programseng
dc.subject.lcshEducational evaluationeng
dc.subject.lcshPerception (Philosophy)eng
dc.titleThe implementation impact of continuous quality improvement (CQI) on teacher perceptions of CQI categorieseng
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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