Investigating How Participating in External Root Cause Analyses Improves Instructional Leadership Practices in Turnaround Schools

Autor/inn/en	Elfarargy, Hamada Ahmed Fahmy; Irby, Beverly J.; Lara-Alecio, Rafael; Tong, Fuhui; Etchells, Matthew James; Villarreal, Elsa; Lunenburg, Frederick C.
Titel	Investigating How Participating in External Root Cause Analyses Improves Instructional Leadership Practices in Turnaround Schools
Quelle	(2022), (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leadership Styles; Instructional Leadership; School Turnaround; Educational Practices; Case Studies; Longitudinal Studies; Elementary Schools; College Faculty; Specialists; Evaluation Methods; Educational Improvement; Organizational Change; Educational Quality; Teacher Attitudes; Administrator Attitudes; Teacher Administrator Relationship; Texas + Suchen Sie Ihr Suchwort? Führungsstil; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungspraxis; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule; Fakultät; Teaching improvement; Unterrichtsentwicklung; Organisationswandel; Quality of education; Bildungsqualität; Lehrerverhalten
Abstract	In this qualitative collective case study, we investigated how participating in external longitudinal root cause analyses (RCAs) contributed to the enhancement of instructional leadership practices of the leadership teams in three turnaround elementary schools in Texas. We participated with an external team of expert professors in conducting the three rounds of RCAs in 2016, 2018 and 2019. We were able to collect direct data through our participation in the RCA process and indirect data through the analyses of different documents. Findings indicated gradual improvements observed in the leadership instructional practices. Notably, there was evidence observed in practices associated with visionary leadership and unity of purpose before those observed in school instruction and learning community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01