Literaturnachweis - Detailanzeige
| Autor/in | Fish, Angie L. |
|---|---|
| Titel | Describing the Impact of the Attitudes and Foundational Knowledge of School Leaders and School and System Structures on the Implementation of Genius Hour |
| Quelle | (2023), (151 Seiten)
PDF als Volltext Ed.D. Dissertation, Marymount University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-0881-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Leadership; Beliefs; Principals; Professional Development; Knowledge Level; Public Schools; Teaching Methods; Inquiry; Administrator Attitudes |
| Abstract | Genius Hour, also known as 20% Time, was coined by Daniel Pink (2009) and is an inquiry-based approach to business and learning grounded in autonomy and intrinsic motivation, ultimately, encouraging critical, creative thinking and problem-solving (Juliani, 2016).The review of related literature examined a specific type of inquiry-based learning known as Genius Hour and the impact of Genius Hour on student engagement and achievement as well as the structures and practices that must be in place in order to implement Genius Hour. An examination of the research provided information related to the qualitative and quantitative impact of Genius Hour on student engagement and achievement (Carrabba & Farmer, 2018; Ginsberg & Coke, 2019; Matteson, 2016;Padilla Vigil & Mieliwocki, 2015; Spencer, 2017; Ullman, 2017; Will, 2019); however, further research needed to be conducted to understand the impact of school leader beliefs and school and system structures on the implementation of Genius Hour. It is critical to delve deeper into the culture that needs to be created by school principals, as well as the ongoing professional learning that needs to be in place, to support teachers in such a transition from the more traditional methods of instruction to more innovative approaches such as Genius Hour. The corresponding study specifically focused on a large, suburban, Mid-Atlantic public school system and examined school leaders' knowledge of Genius Hour, the correlation between school leaders' beliefs and their desire to implement Genius Hour, an examination of the impact of school and system structures on the implementation of Genius Hour, as well as the available professional learning opportunities in the district being studied. The study examined specific school and system barriers as well as structures that are necessary to effectively implement Genius Hour in a Mid-Atlantic public school system. This descriptive, phenomenological, and correlational mixed methods study consisted of existing research, a survey of the school principals in a Mid-Atlantic public school system, and individual interviews with principals who have implemented Genius Hour and culminated in recommendations of further research and an overview of recommendations the school system and school principals could implement to create an environment conducive to the implementation of Genius Hour. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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