Dissertation/Thesis Abstract

Data in School Reform: How Principals in Turnaround Schools Conceptualize the Usage of Data
by Bynum, Tanisha L., Ed.D., The George Washington University, 2019, 308; 22616174
Abstract (Summary)

The following study used basic qualitative inquiry to provide a constructivist view on the way school turnaround leaders use data to refine and continuously improve their school improvement strategy. Selected leaders were chosen based on the criterion that they had operated a public school in the Washington Metropolitan area under sanctions of a federally funded school improvement grant program, for at least one academic year, and had admittedly used data as part of the school improvement process. After using the websites of state education agencies in the Washington Metropolitan area to identify a list of public schools that were receiving federal funds to support school improvement, leaders of identified schools were contacted via email and asked to participate in the study. The final sample of participating leaders was based on leader availability and their willingness to participate. Selected leaders ranged in age, gender and professional experiences.

Study data were gathered using participant interviews, then subsequently analyzed using the coding system of Saldana (2009) and Straus and Corbin (1998). Given the complexity and robustness of interview data, data were analyzed using both manual and software coding. NVivo 12 Plus was used to manage interview data and engage in deductive analysis. Findings from the study highlighted the importance of qualitative data, communication, and internal structures in continuously refining and improving school improvement strategies, and the impact of district mandates on the process of school improvement. Based on the findings, recommendations for mandatory leader training on communication and relationship building skills, and the implementation of trainings to support the sustainability of school improvement through leadership succession planning were made.

Indexing (document details)
Advisor: Tekleselassie, Abebayehu A.
Commitee: Glazer, Joshua L., Howard, Lionel C.
School: The George Washington University
Department: Educational Administration & Policy Studies
School Location: United States -- District of Columbia
Source: DAI-A 81/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Educational administration
Keywords: Adaptive leadership, Complexity theory, Data, Leader, School improvement, Turrnaround
Publication Number: 22616174
ISBN: 9781085761918
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