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Relevant bibliographies by topics / 21st-Century School Leadership / Dissertations / Theses

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Dissertations / Theses on the topic '21st-Century School Leadership'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Vaughn, Timothy Wayne Jr. "CULTURALLY RESPONSIVE LEADERSHIP: REIMAGINING THE 21ST CENTURY URBAN PRINCIPAL." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479904824392231.

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2

Beach, Jason. "Leadership for the 21st Century : The Case of School Education." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34552.

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3

Jones, Paul Mervyn. "School leadership for the 21st century : the professional development of the primary headteacher." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343359.

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4

Degenhardt, Leoni Marilyn. "Reinventing a school for the 21st century: A case study of change in a Mary Ward school." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/c6917ac7afb21a2cc9e69c85bcab2b01a55456c6156bd633dc03e22a4a57a023/3047531/64845_downloaded_stream_70.pdf.

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The focus of this study is the attempt of one school, Loreto Normanhurst, to draw from its values base and traditions to develop and implement a new holistic paradigm of schooling, more relevant to the needs of its 21st century students. Loreto Normanhurst is a Catholic secondary day and boarding school for girls in the northern suburbs of Sydney, Australia. It is a school over 100 years old, associated with the 400 year old, Mary Ward, international tradition of educating women. The aims of the study were threefold: to document and analyse the process of reinvention from a 'living systems' pe

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5

Shaw, Teri L. "Prioritizing the 21st century superintendent's skill set and knowledge base from the school board leadership perspective." Thesis, Western Illinois University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622615.

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<p> The purpose of this study was to identify the extent that specific research based skill sets and areas of knowledge emerged as highly important, moderately important, and less important from the perspective of school board leadership as it pertains to 21st century superintendents. The study further disaggregated the data by specific school district demographics. Descriptive statistics were used to analyze the extent that demographics influenced the prioritization of requisite skill sets and areas of knowledge from the perspective of board leadership in regards to a 21st century superintend

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6

Mills, Alessaundra D. "Strategic school solutions| A capacity building framework for leaders accelerating 21st century teaching and learning." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182306.

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<p> This grounded theory study sought to create a viable framework that may help school leaders accelerate the expansion of an authentic 21st century instructional model. The U.S. economy is now more dependent on knowledge work than manufacturing. Yet, many for-profit, non-profit, and public sectors perceive schools as not adequately preparing students for 21st century careers and colleges. However, customary principal-led change is challenging. Leaders face several complex organizational challenges, including a modern-day duty and role expansion that limits time, and the inherent difficulty o

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7

Degenhardt, Leoni Marilyn, and res cand@acu edu au. "Reinventing a School for the 21st Century: a case study of change in a Mary Ward School." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006.

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The focus of this study is the attempt of one school, Loreto Normanhurst, to draw from its values base and traditions to develop and implement a new holistic paradigm of schooling, more relevant to the needs of its 21st century students. Loreto Normanhurst is a Catholic secondary day and boarding school for girls in the northern suburbs of Sydney, Australia. It is a school over 100 years old, associated with the 400 year old, Mary Ward, international tradition of educating women. The aims of the study were threefold: to document and analyse the process of reinvention from a ‘living systems’ pe

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8

Bowers, Melinda Edwards. "Why are 21st Century Students Dropping out of High School? An Examination of Causes, Effects, and Prevention." Thesis, Wingate University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618513.

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<p> This study examines the causes, effects, and prevention strategies that influence a student’s decision to drop out of high school. Three research questions are explored: </p><p> 1. What causes 21st century high school students to drop out of high school? </p><p> 2. Why are current dropout prevention measures not meeting the needs of today’s students? </p><p> 3. What patterns emerge in participant responses to the question, “Why did you leave high school prior to graduation?” </p><p> The researcher collected data from 92 students attending orientation for the

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9

Samples, Elisabeth Michelle. "A descriptive analysis of knowledge and implementation of 21st century instructional practices among elementary school teachers whose administrators participated in the 2006-2007 21st century leadership institute." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1023.

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10

Pope, Tambra Michelle. "Prospective principals for the 21st century: Factors that motivate and inhibit the pursuit of school leadership for educational administration students." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618669.

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The purpose of this study was to examine both the motivators and the inhibitors that influence graduate education students' decisions to either pursue school building-level administration jobs or avoid applying for these positions. Across the country, educational administration programs are producing more than enough graduates to fill every principal or assistant principal position (Levine, 2005). Yet, many of the students completing these programs are not rushing to fill these vacancies. Therefore, this study provides insight on the students in the Educational Leadership Program at The Colleg

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11

Montgomery, Matthew L. "Education Vision in the 21st Century: A Quantitative Study of the Effect of Superintendent Vision on Digital Learning." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1590669253720161.

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12

Frischkorn, Donald Joseph Jr. "Planning, Preparing, and Implementing a One-to-One Computing Initiative in K-12 Education: A Case Study of a School Division's Journey Toward a One-to-One Computing Environment for Students and Staff." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89489.

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One-to-one computing initiatives are becoming a part of many school divisions across the United States as district leadership analyzes ways to improve student learning and create 21st century learning spaces. Studying how school divisions planned, prepared, implemented and sustained a one-to-one computing initiative is an important step that school leaders must do in order to help foster learning environments that promote critical thinking, collaboration, communication and creativity. The research presented in this paper came from a case study conducted on City School District (CSD), a kind

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13

Hensley, Nikki. "Teacher Perceptions of Blended Learning to Support 21st Century Learners." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3821.

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The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students throu

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14

Nash, Ann. "Role clarity and instructional technology support: A naturalistic examination of various perceptions of the role of the ITRT within and across three high schools." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2975.

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Role clarity for any individual leads to more successful implementation of his or her job expectations. In a school, there are many individuals with various roles to fill. The Instructional Technology Resource Teacher (ITRT) has multiple roles within a school including: training teachers, designing integrated curriculum, managing learning resources, modeling instructional strategies, acting as a technology resource, assisting content specialists, and preview and recommending software. This study found that stakeholders in schools consistently recognize the ITRT as both a trainer and designe

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15

Filon, Michele R. "To Tweet or not to Tweet." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457364934.

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16

Naysmith, Robert Bramwell. "Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5657.

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The introduction of the New Zealand Curriculum (Ministry of Education, 2007) provided both opportunities and challenges to schools. As teaching and learning has continued to evolve and develop in accordance with new research, technological innovations and changing school populations so too has curriculum. The curriculum was designed to initiate a transformation in values, principles, and key competencies that are needed for learners to successfully participate in schooling and society. The New Zealand government introduced a new curriculum in 2007 with the intention of it being implemented int

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17

Pearson, Phyllis Findley. "Beyond High School Readiness in the 21st Century: A Multi-Case Study of the Perspectives of African American High School Students in Accelerated Learning Programs and Their Experiences of Success in Terms of Efficacy, Ethnicity, and Future Aspirations." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/542.

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Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education pr

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18

Zagray, Peter G. "BYOD: The PreK-12 Technology Leader's Perspective." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559239825777546.

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19

Clark, Chad Jeremy. "Self and Collective Efficacy Perceptions during Project-Based Learning Implementation." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154.

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20

Neiderhouse, Nick R. "The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211.

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21

Russell, Jan Ware. "Characteristics of Contemporary U.S. Progressive Middle Schools." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531.

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22

Hug, Tod A. Hug. "The Impact on Teaching and Learning of the One-To-One Laptop Initiative at the Ayersville Local Schools." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461401600.

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23

Bamford, Wendy. "Women in primary school leadership in Otago in the 21st century : their skills, attitudes and values." Thesis, 2003. https://eprints.utas.edu.au/19171/1/whole_BamfordWendy2003_thesis.pdf.

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This study collects the personal experiences of Otago female principals and examines the leadership qualities they bring to the principalship. These qualities are compared to qualities seen as essential for 2 1 st century leaders. The study also looks into the barriers and support structures women have encountered and reviews the status of women in the profession today. Based on this data the investigator presents a summary of the advice offered to aspiring leaders of primary schools. Attention is given to the influence of 'Tomorrow's Schools' and the conflicts that may exist in primar

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24

Degenhardt, Leoni Marilyn. "Reinventing a school for the 21st Century a case study of change in a Mary Ward School /." 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006/index.html.

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Thesis (PhD) -- Australian Catholic University, 2006.<br>Submitted in total fulfillment of the requirements for the degree of Doctor of Philosophy. Bibliography: p. 353-377. Also available in an electronic format via the internet.

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25

Pyle, Sandra Joanne. "The instructional leadership role of the principal in independent schools : towards 21st century classrooms." Diss., 2017. http://hdl.handle.net/10500/22726.

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Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to keep education relevant and engaging. Classrooms where critical thinking, communication, creativity and collaboration are embraced are required in schools. The environment where these components are present can be referred to as 21st century classrooms. Establishing these locales require a leader who is able to create the vision for the changes that need to take place. One who will fashion a learning environment where te

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26

"Promoting Meaningful Uses of Technology in a Middle School." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9074.

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abstract: Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrato

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27

Moyo, Zvisinei. "School leadership and teachers with HIV/AIDS : stigma and discrimination in Gauteng Province schools." Thesis, 2015. http://hdl.handle.net/10500/20082.

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Since the discovery of HIV/AIDS in the late 1980s, the pandemic has become the leading cause of death in South Africa and one of the leading causes worldwide. South Africa has the largest number of people infected with HIV/AIDS in the world. South African teachers, in particular, have experienced unparalleled challenges as a result of HIV/AIDS. This qualitative research study was designed to explore how principals handle the sensitive HIV/AIDS-related issues affecting teachers in schools in South Africa’s Gauteng Province. The study was carried out within the constructivist paradigm. The narr

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28

Perry, Sharon. "A Descriptive Case Study of 21st Century Skills in Schools: Exploring the Challenges and Opportunities of Adaptive Change and Innovation for Educational Leaders and the Schools They Lead." 2011. http://digital.library.duq.edu/u?/etd,154124.

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The consensus is clear: our schools and instructional methods are in desperate need of an update (Carnoy, 1998; Daggett, n.d.; Fullan, 2007; Keigel & Patler, 1991; Schwahn & McGarvey, 2011; and Wagner, 2008). In order for students to be globally competitive, school leaders need to identify what students need to know, what they need to be able to do, and what they need to be like to be successful post-graduation, and then change and adapt school practices to meet global needs with an awareness of the 21st century learner. 21st century skills development is necessary in order for students to c

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29

Pagnotta-Kowalczyk, Eugenia. "Catholic educational leadership: exploring overlapping consensus of Catholic identity through narrative inquiry." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/10048.

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Catholic educational leaders serve as the primary faith leaders in their school community and remain influential in the public discourse of Catholic education. As insiders understanding the contextual educational landscape, and who are at the forefront of renewal and change within their own school communities, Catholic educational leaders are critical in providing an account and understanding of how their lived experience contributed to the formation of their Catholic identity. Through their daily interactions with parents, students, stakeholders, politicians, and community, their ability to a

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