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Approaches to School Leadership in I...

Ford, Michael Robert.

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Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis./
作者:	Ford, Michael Robert.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10259145
ISBN:	9781369651492

Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis.
Ford, Michael Robert.

Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 236 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--The George Washington University, 2017.

Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community.

ISBN: 9781369651492Subjects--Topical Terms:

529436
Educational leadership.

Approaches to School Leadership in Inclusive STEM High Schools: A Cross-Case Analysis.
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520 $a This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools' needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers' union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools' capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.
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