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dc.contributor.advisorScribner, Jay Paredes, 1963-eng
dc.contributor.authorSpeer, Randy Leeeng
dc.date.issued2009eng
dc.date.submitted2009 Springeng
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.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 29, 2010).eng
dc.descriptionThesis advisor: Dr. Jay Scribner.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri-Columbia 2009.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was to explore and understand school performance teams (SPT) in one large urban school district through the lenses of leadership, teacher teams, school based management (SBM), and comprehensive school reform. A multiple-case study design was used to focus this study, and research was centered on two purposely selected sites, both high poverty level schools having failed to achieve adequate yearly progress (AYP) as defined by a state agency, and in their second year of school improvement as defined by the No Child Left Behind Act of 2004. The data collection process for this study included individual interviews, site observations, documentation (meeting minutes, agendas, and school improvement plans), and student assessment data. Methods consisted of pattern matching processes by which data are collected. The data were analyzed through the use of coding by looking for evolving categories and theoretical codes. The data indicated the administrative control model of SBM was effective in developing SPTs if the principal empowered others in the SPT process. Distributed leadership was shown to be important in the success of SPTs. The study data indicated the 11 components of comprehensive school reform (CSR) positively impacted the performance of SPTs and the school as a whole. This study has important implications for school boards, central office administrators, principals, and teachers.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentviii, 145 pageseng
dc.identifier.oclc586097359eng
dc.identifier.urihttps://hdl.handle.net/10355/6774
dc.identifier.urihttps://doi.org/10.32469/10355/6774eng
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.subject.lcshEducational leadershipeng
dc.subject.lcshSchool-based managementeng
dc.subject.lcshEducational changeeng
dc.titleSchool performance teams' influence on school improvement in a large urban midwest school districteng
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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