A Case Study of the Land of Enchantment Teacher Quality Partnership for Aspiring School Administrators

Autor/in	Mizell, Kimberly
Titel	A Case Study of the Land of Enchantment Teacher Quality Partnership for Aspiring School Administrators
Quelle	(2013), (173 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-1123-3
Schlagwörter	Hochschulschrift; Dissertation; Women Administrators; Case Studies; Teacher Effectiveness; Administrator Education; Leadership Training; Professional Development; Grants; Instructional Leadership; Best Practices; Conventional Instruction; Blended Learning; Qualitative Research; Phenomenology; Interviews; Focus Groups; Surveys; Curriculum Development; New Mexico + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliche Führungskraft; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Führungslehre; Grant; Finanzielle Beihilfe; Instruction; Leadership; Bildung; Erziehung; Führung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	What are the considerations required to developing a leadership preparation program, and a professional development plan that bridges the theoretical perspective to the practitioners' perspective? An inquiry was conducted to gain insight into the individual perspectives of three diverse women administrators who participated in the Land of Enchantment Teacher Quality Partnership (LETQP) professional development opportunity grant. The purpose of the study was to understand and address the research question, "How did the LETQP contribute to preparation of diverse women administrators?" The case study provided an introduction to educational leadership requirements and addressed the differences between a traditional professional development models and the recommended best practices. The analysis of concepts, application of a critical lens focused on diverse society and critical theory framework, resulted in the blended curricular program design. The application and implementation of the researched based blended curricular program design was studied through a qualitative approach, utilizing phenomenological inquiry of three diverse women administrators who participated in the LETQP program. The case study and findings provided data collected through the triangulation of interviews, focus group surveys and artifacts. These findings addressed the research question and identified what considerations were required in the development of leadership preparation programs and professional development plan that bridges the theoretical perspective to the practitioners' perspective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01