Learning Shifts of School Administrators Who Moved from Traditional Schools to Charter Schools

Autor/in	Castillo-Alves, Blanca A.
Titel	Learning Shifts of School Administrators Who Moved from Traditional Schools to Charter Schools
Quelle	(2017), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California Lutheran University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-2579-5
Schlagwörter	Hochschulschrift; Dissertation; Administrators; Traditional Schools; Charter Schools; Qualitative Research; Transitional Programs; Administrator Attitudes; Urban Areas; School District Size; Leaders; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Traditioneller Unterricht; Charter school; Charter-Schule; Qualitative Forschung; Urban area; Stadtregion; School district; School districts; Size; Schuleinzugsbereich; Fachleiter; Kalifornien
Abstract	In the current research, there are missing voices of traditional administrators who transitioned into charter administration. This qualitative study included eight participants who are or were administrators in a large urban district in California with the purpose of understanding their experiences and differences in terms of how they learned to manage specific autonomous areas in governance, curriculum and instruction, and staffing. This study revealed key findings related to three different levels that traditional administrators undergo as they transition into charter administration. This study provides a needed perspective that will guide prospective administrators, charter governing boards, traditional districts, and schools of higher learning in understanding how transitioning administrators' perceptions were altered by a newly found sense of responsibility to create the right conditions to lead a charter school. In shifting from traditional administrators to charter administrators, they spoke of a transitional change and a new sense of alignment to flexibility, innovation, and the ability to take calculated risks to innovate management and instructional ideals. The second finding revealed a need to become resourceful and relentless to acquire new knowledge from external factors. Transitioning leaders learned to re-envision networking and resourcefulness as key areas to leverage innovation. In addition, the study provides a strategic tool of support for transitioned leaders to continue on their search for growth. The research hopes to provide an understanding of preparation needs for future administrators, supports needed for transitioning charter administrators, opportunities for innovation for traditional districts, and the development and changes needed to address in the preparation of administrative programs through schools of higher education. [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