Dissertations / Theses: 'Distributed leadership – Curriculum – Curriculum leadership'

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Williams, Lorne Murray. "Undergraduate leadership development, augmenting existing curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59492.pdf.

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Cox, Christopher. "Understanding District Central Office Curriculum Administrators through Collaboration and Curriculum Leadership." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1468856008.

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Thompson, Linda J. "District leadership practices in curriculum and instruction." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354638.

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This study of district instructional leadership for school improvement sought to identify leadership practices among Indiana curriculum directors and to investigate relationships between their self-rated practices, student achievement, and certain demographic variables. For the purposes of this study, the curriculum director was designated as the administrator with primary responsibility for oversight of district curriculum and instruction, irrespective of specific position or title. Using Kouzes and Posner's Leadership Practices Inventory: Self (3rd ed.), participants provided self-ratings of their leadership behaviors on five sub-scales: challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. Three of these practices, challenging the process, inspiring a shared vision, and enabling others to act, were of particular interest since these skills are repeatedly cited in the literature as critical to effective district leadership for school improvement. Data provided by 262 (89.4%) of Indiana's 293 public school districts suggested that curriculum directors' relative strengths were enabling others to act and modeling the way. A key issue emerging from the study was the need for curriculum directors to further develop their skills in challenging the process and inspiring a shared vision since these are essential to effective instructional leadership but were among the least likely to be endorsed. Several demographic variables were noted as predictors of self-rated leadership skills; advanced levels of education were positively correlated to challenging the process and inspiring a shared vision, and the position held by the curriculum director was associated with four of the sub-scales: challenging the process, inspiring a shared vision, enabling others to act, and modeling the way. Notably, in 56.5% of the districts the superintendent acted as the curriculum director and provided instructional leadership in addition to other typical responsibilities. This finding suggests that expertise in instructional leadership as well as school finance and human resource development is important for aspiring and practicing superintendents. Finally, after controlling for demographic variables, the researcher concluded that no correlation existed between self-rated leadership practices of Indiana curriculum directors and student achievement.
Department of Educational Leadership

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Brown, Steven A. "Evaluating leadership development curriculum based on learning contract feedback." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0564.

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Christine, David Wayne. "Baptist Pastoral Leadership: An Analysis for Curriculum Development." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30446/.

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Through a qualitative study utilizing in-depth interviews, practitioner opinion was gathered regarding how Christian institutions of higher education, primarily Baptist seminaries, may better utilize formal and continuing education to prepare clergy for pastoral leadership. The sample of ten subjects for this study, drawn from the 550 active senior pastors in the Dallas Baptist Association and the Kauf-Van Baptist Association, was selected based on a maximum variation sampling method. The intention was to provide a better understanding of the leadership skills required by senior pastors, to help develop pastoral ministries curriculum and to assess the potential effectiveness of continuing education for pastoral leadership. The subjects indicated that the formal degree program of their seminary did equip them with the basic knowledge needed for pastoral leadership but it did not provide them in sufficiency with the necessary, practical skills for pastoral leadership. The pattern that emerged from the data indicates that, overall, seminaries are providing a quality education in preparing pastors for the ministry in their formal degree plans. However, seminaries may have opportunities to be of further service and to gain a competitive advantage vis a vis other seminaries by enhancing and expanding their continuing education programs.

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Scott, Christopher G. "Undergraduate leadership programs a case study analysis of Marietta College's McDonough Leadership Program /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1187296643.

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Pew, Weston. "Planting seeds| Regenerative leadership curriculum for communities of practice." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591281.

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Across much of the Western world there is a growing movement working to plant the seeds of a holistic worldview that is based on a recognition of the interdependent relationship between self, Earth, and community. One way to nurture this emergence on a local level is through community-based workshops that offer theories and practices in support of such a perspective. The purpose of this study is to create a curriculum that could be used to shape this type of workshop. The design of the curriculum content is meant to offer interior and exterior tools and experiences that catalyze both individual and group development. The primary method utilized in the research was a curriculum advisory board to assist with content development. The ultimate goals of such a workshop are two-fold: (a) to deepen participants’ relationships to self, Earth, and community; and (b) to create and inspire local community groups that can support social justice, environmental stewardship grounded in an ethic of care, and regenerative (sustainable) community development during this time of great planetary need. The findings of the research span the fields of adult development, relational education, community organizing and activism, regenerative leadership, nature connection, and sustainable community development. Tools and practices include but are not limited to meditation, dialogue, shadow work, worldview inquiries, journaling, group development, and community action plans.

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Brundrett, Mark. "School leadership and the primary curriculum : development and practice." Thesis, Keele University, 2014. http://eprints.keele.ac.uk/1181/.

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The structure of this critical commentary is that required for higher doctorates as outlined in the Keele University: Code of Practice on Postgraduate Research Degrees. The submission focuses on: 74 items in refereed journal articles; 7 Press items, commissioned journal articles and other publications; 18 books; and, 12 book chapters. Special reference is placed on the period since 2003, during which the bulk of the material has been produced. The commentary outlines that the publications that make up this submission encapsulate a career of thirty-five years during which the writer has been a school-teacher, head-teacher, Lecturer, and Professor of Education. It is explained that this body of work encompasses two interconnected themes, including the development and practice of leadership in education and the primary curriculum. Overall, this submission, totaling 750,000 words of material where the writer was sole author, within an overall submission totalling approximately two million words, has contributed to the ongoing discourse on educational leadership and the primary curriculum through a sustained programme of original research and publications. It is stated that the range of influence of this material has been broadened to international status through comparative research that has included work on leadership training in North America, Australasia and Europe. Centrally, it is claimed that this work has contributed to the movement towards a more complex conceptualisation of pedagogy and andragogy that seeks to encourage a more reflexive, research-led and praxis-based approach to teaching and learning. It is argued that the writer has thus made a long-term contribution to the development of knowledge within the discipline of Education.

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Christensen, Terri L. "Individual, Institutional and Leadership Facets Influencing Faculty Curricular Leadership: A Mixed Methods Sequential, Exploratory Study." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1395846850.

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Leung, Kwok-wing, and 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.

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Tan, Henry Heng-Lee. "Curriculum elements for leadership development an analysis of curriculum commitments at the International School of Theology /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Coryell, David Duane. "Toward an adolescent leadership development curriculum in the evangelical church." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Leung, Kwok-wing. "Exploring curriculum leadership : a case study of school-based curriculum development in a local primary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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Wan, Wai-po Eunice. "Perceptions of curriculum leadership in a Hong Kong primary school." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203359.

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Wan, Wai-po Eunice, and 溫慧寶. "Perceptions of curriculum leadership in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203359.

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Lohmeyer, Terrie N. "Curriculum influence of the Navy Intermediate Officer Leadership Training Course." Thesis, San Diego, California, San Diego State University, 1999. http://hdl.handle.net/10945/37777.

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CIVINS
In its ongoing effort to produce well-rounded leaders, the United States Navy requires both its enlisted and officer members to attend leadership courses at specified career milestones. Officers, for example, attend the Intermediate Officer Leadership Training Course (IOLTC) at the department head pr mid-career point. This course supports the Navy's mission to "be organized, trained, and equipped primarily for prompt and sustained combat incident to operations at sea" by providing the leadership skills necessary to carry out this mission (Dalton, 1994). The course provides leadership training in the areas of values, leadership, communication, subordinate development,managing systems and processes, command development and mission execution. The course mission is to provide advanced education and training in the concepts, philosophies, elements, tools, and practices of effective leadership and management required to function as an intermediate level officer (Chief of Naval Educations and Training, 1997). Considering the manpower and financial resources expended, is this training effective? Do students use the information taught once they return to the work site? Did transfer of learning occur? These questions were explored in an ongoing study to determine what IOLTC curriculum topics had the greatest influence on modifying their leadership behavior. The study group consisted of IOLTC students at the Naval Leader Training Unit Coronado who were surveyed after completion of the course to determine if their leadership behaviors changed as a result of the IOLTC.

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Garcia, Eric Jean. "Leadership in MBA programmes : an inquiry into lecturers' curriculum interests." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019855/.

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Khousadian, Sophia. "Key Transformational Leadership Strategies for Curriculum Development in Elementary Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843104.

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As a result of the changing educational expectations and regulatory environment, there is a need for elementary school teachers to consider carefully curriculum development. The purpose of this research is to identify key transformational leadership strategies for curriculum development in elementary schools. Other than the requirements of credentials, teacher’s deal with state- required policies and standardized testing. Study methods included interviews of retired elementary school teachers in California to discover transformational leadership strategies implemented in developing curriculum. A qualitative approach was selected to identify strategies implemented within the school setting and used within daily curriculum (Creswell, 2003). Validity was established through an expert panel and the data analysis included interrater reliability.

This study resulted in 6 common strategies (a) attending to students’ needs, (b) safe and comfortable, (c) listen, (d) showing you care, (e) group work, and (f) connection. These key transformational leadership strategies are relative for curriculum development in elementary schools through the theoretical framework of this research study: idealized influence, individualized consideration, inspirational motivation, and intellectual stimulation.

The findings of this study provide information to educational scholars who study curriculum development. The results of this study also assist elementary school teachers and elementary school administrators when creating curriculum.

This study was conducted in one state, thus further research with teachers in other states may add to the findings in this study. Additionally, a quantitative approach utilizing surveys comparing teachers from public schools and private schools may yield additional data.

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Bucher, Jeffrey W. "The Relationship between Principal Characteristics and Curriculum Leadership Self-Efficacy." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1282249993.

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Phillips, Mary Elizabeth Hargrove. "An administrative approach to preschool curriculum planning for at-risk children." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/2994.

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This study was designed to aid in determining the curricular direction which will be taken for the program in the preschool educational facility where the study took place. The target population for participation in this study was Black, four-year-old children who met the preschool facility’s operational definition for being disadvantaged. The study took place over a period of one school year with the primary aim being to determine curriculum components which are effective with the target population. The study utilized an experimental design and implemented an experimental curriculum with 30 children who were participants in the control group. A pre-test, teach, then post-test method was used. At the conclusion of the study, a statistical analysis of the collected data was made by using t-test computations. The findings show that, even though both the experimental group and the control group made significant gains in the areas assessed, the experimental group made gains that were significantly greater than those made by the control group.

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Carvallo, Oscar R. "Values in the hidden curriculum : an axiological reproduction /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375117083.

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Bennett, Douglas Shields. "Teacher Efficacy in the Implementation of New Curriculum Supported by Professional Development." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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A large body of literature regarding professional development and its effects on teaching and student achievement and learning has emerged over the last decade. There are many teachers who either have limited access to professional development activities or who have access and choose not to take part in professional development activities. This qualitative study employed a phenomenological tradition in describing the "lived experiences" of participants involved in the implementation of new curriculum. Fourteen teachers and seven principals were purposefully selected to be part of this study in a rural school jurisdiction in southern Alberta. Through a qualitative analysis, this study shared teachers' perceptions as they described the role professional development plays in enhancing teacher efficacy and changing teaching practices in the implementation of new curriculum. Data were collected during face-to-face, semi-structured interviews, and the analysis of data revealed six topics: the need for change, professional development and curriculum implementation, professional development and teaching practices, professional development and teacher efficacy, professional development and student learning and motivation. Major findings from this study concluded that teacher participants recognize PD as the common thread that motivates teachers, improves their sense of efficacy, assists them in successful curriculum implementation, heightens their awareness of the need to improve teaching practices and the need to become student-centered and improve student learning. Principal participants concurred with teacher participants, and recognize the role leaders play in motivating teachers to become actively engaged in professional learning activities. Professional development plays a key role in providing teachers with knowledge and skills to hone their teaching practices, to rejuvenate them, and to improve student learning. It also assists teachers in successfully implementing new curricula. As teachers become aware of the need to change teaching practices in order to improve teacher efficacy, professional development provides opportunities to gain confidence and heighten their sense of personal efficacy.

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Martin, Karl W. "EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGHBIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491.

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White, Megan C. "Leadership skills : teaching collaboration through the fourth grade social studies curriculum." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1052.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

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Hindley, Melanie S. "The curriculum leadership role of middle level leaders in middle schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/360.

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This study investigates the work of middle level leaders within middle schools, mostspecifically in the area of curriculum leadership. It includes issues surrounding the fields of middle level leadership in education, curriculum leadership, and middle schooling. Adeliberate attempt was made to collect data from a wide range of contexts. Emergingthemes were subsequently discussed with internationally recognised leaders in the fieldsof middle schooling and educational leadership and deemed to have relevance in broader educational contexts extending beyond Australia. The rate and magnitude of change in education over the past two decades outweighsanything that educators have previously experienced. This has led to increased diversity of middle level leadership roles in schools. This study focuses specifically on those responsible for middle school teams. The title of this role used for the purpose of the current study, is ‘Middle School Team Leader’ or MSTL.

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Arnold, Robin Stephanie. "The development of an effective facilitator an interim curriculum director's journey /." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/arnold/ArnoldR0507.pdf.

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Lush, Ron. "Committed to serve, prepared to lead a leadership development curriculum for international and cross-cultural Christian ministry leadership /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Cunningham, Jo Anne T. "A formative evaluation of the Leadership Education and Development (LEAD) program curriculum." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA367844.

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Thesis (M.S. in Management) Naval Postgraduate School, June 1999.
"June 1999". Thesis advisor(s): Alice M. Crawford, Gail Fann Thomas. Includes bibliographical references (p. 87). Also available online.

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Shirley, Lindsey Marie Litchfield. "Leadership integrated curriculum for junior high school family and consumer sciences students." [Ames, Iowa : Iowa State University], 2007.

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Boswell, Charles E. "Developing a spiritual formation curriculum for maturing emerging leadership in the church." Theological Research Exchange Network (TREN) Access this title online, 2006. http://dx.doi.org/10.2986/tren.049-0481.

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Boswell, Charles. "Developing a spiritual formation curriculum for maturing emerging leadership in the church." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p049-0481.

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Cook, Rebecca. "The Impact of the Implementation of the International Baccalaureate Diploma Program on High School Teachers." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601352.

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Purpose. The purpose of this phenomenological study was to describe the impact of the implementation of the International Baccalaureate Diploma Program (IBDP) on teachers in Southern California high schools. This study examined the lived experiences of teachers who teach courses in the IBDP. Based on the literature, the specific focus was on the following themes related to the impact: content knowledge, confidence, creativity, relationships with students, and increased workload. The research provided valuable information for teachers and site and district administrators as to what to expect during and after the implementation of the IBDP.

Methodology. Three schools served as the cases for this phenomenological study. There were 11 participants. The researcher conducted one-on-one semistructured interviews to explore the lived experiences of the IBDP teachers. The results were rated on a Likert scale and coded for deeper meaning.

Findings. Four of the 5 themes impacted the implementation. Workload and relationships with students were highly impacted. The theme that had no impact was content knowledge. Two additional themes emerged: increased stress and the love for the IBDP program.

Conclusions. The study revealed that all participants felt an impact, positive and negative, when implementing the IBDP. The data revealed that teaching the IBDP courses takes their entire person, academically and personally. The participants were completely entrenched in the program, which impacted their lives in ways they could not have predicted.

Recommendations: Future studies regarding the impact of the implementation of IB should include middle school teachers who do not need to demonstrate expertise in their content area to teach. Additionally, a longitudinal study of the same participants might yield different results on the variables. This study could be replicated to include only new schools which had at least one graduating class of diploma students. The data may provide a fresh perspective as teachers will have results to refer to and reflect upon when discussing their experiences.

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Lipkind, Erin Robin. "TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10092009-134244/.

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This study examines the teacher, leader, and curriculum variables predictive of student achievement in Indian Education for All (IEFA). IEFA, a Montana educational mandate based on Montana constitutional law, was first funded in 2005, and little research had previously been conducted on the effectiveness of implementation efforts. While compulsory, implementation had been piecemeal and wrought with misunderstanding, differences in opinion, prejudice, and questions about its legitimacy. The challenges inherent in the implementation of an ambiguous educational reform with no state-adopted curriculum or benchmarks for student achievement have become evident. With the dearth of research, it was not known how well students were learning what was mandated, nor was it known which precise variables impact or measure this learning. To determine this, second through fifth grade elementary school teachers and school leaders located in Missoula County completed a survey questionnaire, and Missoula County fifth grade students completed a student assessment based on the Essential Understandings of Montana Indians and the Montana Standards for Social Studies. Descriptive data provided information on mean fifth grade student IEFA scores, teacher and leader demographics, professional development participation, and implementation needs, and frequency of use of materials provided to all schools by the Montana Office of Public Instruction. Multiple regression analysis was used to determine if relationships exist between the predictor variables (teacher, leader, and curriculum variables) and the outcome variable (student achievement). However, none of the independent variables was found to have significant predictive value. Educators, including the Montana Office of Public Instruction, may use these findings to determine strategies that might most successfully impact IEFA implementation and to direct the course of further research.

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Wood, Robert G. "Predicting the outcome of leadership identification from a college student's experiences." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154193.

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Chang, Chu-Fen, and 張祝芬. "Curriculum Leadership in Senior High School：A distributed leadership approach." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/48391138622769716278.

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博士
國立臺灣師範大學
教育學系
97
The purpose of this study is to inquire what contents various levels of curriculum leadership present and how the whole school curriculum leadership operates in the case senior high schools within the school organization context as well as the curriculum reform context. There are five goals for this research: (1) analyzing senior high school organization contexts and their influences toward curriculum leadership, (2) realizing what curriculum leaders aware and respond toward the new curriculum guidelines in senior high schools, (3) inquiring into what contents various levels of curriculum leadership present , (4) understanding how the whole school curriculum leadership operates and its controversial events in the case senior high schools, and (5) concluding the results of the research mentioned above to put forward the related advice as the references of studying curriculum leadership in senior high schools. With two public senior high schools in northern Taiwan as study objects, this study employs the qualitative research as the methodology, mainly via interviewing along with taping curriculum leaders, such as principals, directors of academic affairs, the subject leaders of Chinese, English, mathematics, science, social studies, art as well as the general directors of teachers’ association and then transcribing the interview word by word. The analysis systematically converts the interview into core issues. Through document analysis and comprehensive literature review, this study comes to the following findings: (1) The complicated context of school organization will cause influences on curriculum leadership in senior high schools. (2) Curriculum leaders hold negative viewpoints and respond differently toward new curriculum guidelines in senior high schools. (3) The curriculum leadership in senior high schools is the process that different levels of leaders collectively involve in group, so that different levels of curriculum leadership have various contents. (4) The curriculum leadership in the whole senior high schools is led by the curriculum development committee as the operation mechanism (5) The curriculum leadership in senior high schools presents collective and the distributed state, which leads to unsatisfactory efficiency. (6) Curriculum leadership in senior high school easily results in controversial events. Based on the above conclusion, this study raises concrete advice, which helps not only improve the practice as well as efficiency of curriculum leadership in senior high schools but also extend the viewpoint of curriculum leadership theory.

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(9795503), Wendy Fasso. "The influence of the situation on the distributed leadership of curriculum : A Queensland secondary schooling case." Thesis, 2012. https://figshare.com/articles/thesis/The_influence_of_the_situation_on_the_distributed_leadership_of_curriculum_A_Queensland_secondary_schooling_case/13464353.

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"This thesis uses the distributed leadership framework to investigate the distributed leadership of the implementation of a new curriculum by teachers in a Queensland regional state secondary science department"--Abstract.

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Hugo, Desiree Margaret. "What are teacher's perceptions of Teacher-led curriculum initiatives in relation to change in practice?" Thesis, 2006. http://hdl.handle.net/10539/1753.

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Student Number : 0317854T - MEd research report - School of Education - Faculty of Humanities
School effectiveness and school improvement research is a worldwide phenomenon that has inspired a great deal of literature. This report examines teachers’ perceptions of a teacher-led curriculum development initiative currently effective in independent schools in the Gauteng Province of South Africa, and it describes strategies for implementation for interested schools. It is a programme that focuses school improvement back into the classroom, with teachers leading the changes at their site of practice. The Gauteng Independent Schools Curriculum Development Initiative (GISCDI) is a teacher-led initiative. Qualitative research generates an understanding of how the mechanisms of this initiative impact on the lives of teachers and students. It provides detailed explanations of teachers’ perceptions of change in actual classroom practices, pedagogy and curriculum implementation by entering into conversations with selected participants. It considers the changes in light of reflective practice, after involvement in the GISCDI. The report accesses the different methodologies the teachers implemented in their classrooms, after the teacher-led interventions were presented to them. It also considers the concepts of teacher leadership, trust, distributed leadership and collegiality as being the core elements to initiating, implementing and sustaining change in practice, to benefit student learning and improving schools.

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Elkow, Collin. "Leadership In Online Curriculum Delivery." Master's thesis, 2009. http://hdl.handle.net/10048/859.

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The purpose of this study was to explore how university department chairs, or equivalent, perceive leadership as it relates to the context of online curriculum delivery in higher education. Three research areas guided the study: (a) nature and context of online environment and how it impacts the leadership, (b) the ways in which leaders conceptualize leadership, and (c) challenges and tensions for leadership. The sample included four participants (chair, director, coordinator, and associate dean) from three Western-Canadian universities. Findings in this study revealed four salient themes and sub-themes: (a) Context The Setting (technology, model of learning, faculty categories, cost-recovery versus cost-sharing); (b) Leadership Preparation (removing barriers and improving leadership preparation); (c) Leadership in General (relational-oriented, vision and direction setting, organizational culture and cultural diversity, ethics); and (d) Challenges and Tensions (past, present, future, organizational realities). The study concludes with a discussion of the implications for practice that include: balance between administrator and scholar, leadership preparation, and degree proposals. Implications for theory include: leadership in the context of online curriculum delivery, cost-recovery, technology, cultural diversity, ethics and equity, as well as organizational change. Finally, based on the findings, conclusions, and implications, several questions that warrant future research into the phenomenon of leadership in higher education are shared.
Educational Administration and Leadership

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Edwards, Graeme Bentley. "Absent leadership in curriculum implementation." Thesis, 2008. http://hdl.handle.net/10210/352.

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Schools are essentially concerned with people and the development of knowledge and skills. Schools require leadership in order to achieve their goals. Furthermore, schools are tasked with being relevant in their contemporary societal contexts as well as for society in the future. Regarding the type of leadership in schools, Sergiovanni contends that schools need special leadership because they are special places, because they are lifeworld intensive and because “school professionals don’t react warmly to the kind of hierarchically based command leadership or hero leadership that characterizes other kinds of institutions” (2000:165 - 166). Against the backdrop of this commonly held belief, this research project undertook to investigate a school where the new curriculum had been successfully implemented in a context where there was absent leadership. In order to gain a deeper understanding of the phenomenon, the school type and context, the human interventions and the school culture were considered. The qualitative approach was selected for this research with a grounded case study as the relevant research design. Epistemologically, this research is located in the constructionist paradigm and an interpretivist theoretical perspective will be employed in the research project. Interpretivist philosophies promote the notion that human action can be distinguished from physical objects by virtue of the fact that they are inherently meaningful. The data were collected by means of some semi structured interviews and a dyad interview. Both convergent and divergent questions were posed to the participants in the data collection strategies. The process of data analysis was approached from a grounded theory perspective. This approach requires that a theory should emerge from the data rather than the data proving or disproving an existing theory. Six themes were identified through the process of data analysis. These themes were then processed into five findings which collectively developed and compiled a substantive theory. The findings of this study revealed that schools require leadership. Leadership should be considered in its broadest sense with all educators possessing the potential to lead. In addition, the appropriate use of power and authority were identified as essential ingredients for successful leadership. School culture was also found to be an essential component of successful schools. Not only is school culture essential for the successful daily functioning of schools, but an appropriate school culture is imperative for dealing with change and the successful implementation of new policies, curriculum and school reform initiatives. A collaborative school culture was identified as the type of school culture that is appropriate and that would support and facilitate the management of change. In light of the findings, implications for policy and practice are presented and suggestions for future research are made. Lastly, the limitations of the study are noted and the conclusions of the study discussed. It is hoped that this study will assist policy makers and school principals to seriously consider their leadership style in terms of sharing power and authority and in the creation of school culture that are empowering and positive, one that considers individual potential as well as group cohesiveness.
Prof. B. Smit

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Romberger, Joyce Elizabeth. "Curriculum development leadership for elementary principals." 1988. https://scholarworks.umass.edu/dissertations/AAI8813272.

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The local school is the level at which school improvement occurs. The key leaders of the local schools are the principals and they should be involved in improving the curriculum for school improvement. However, principals encounter difficulties. Their role is unclear. They do not possess the necessary skills. To acquire such skills, staff development programs are needed for principals. In this exploratory study, a staff development program was designed and implemented to assist principals to gain curriculum development competencies. A list of fifty-four activities was mailed to eighty-eight Pennsylvania principals to collect their perceptions on the role of the elementary principal in curriculum development. Seventy returned questionnaires were analyzed and the activity identified as most important to their role in curriculum leadership was evaluating classroom instruction. A review of literature was made to determine premises, competencies, and learning conditions to be included in a staff development program. Eight premises were used to construct eight lessons with twenty-four objectives. Seventeen principals completed a needs assessment and pretest to determine competencies they already had and those needing development. Principals participated in workshop sessions to correct weaknesses. After the sessions, principals completed a posttest to determine if they gained the desired competencies, and which aspects of the staff development program were most helpful. The analysis of the posttest data revealed that principals perceived the staff development program to have assisted them in gaining twenty-one objectives. Two objectives were not accomplished with the principals and, therefore, recommendations have been suggested on how to revise the lesson. One objective was previously obtained by all principals who participated in the lesson. Therefore, this objective needs to be evaluated with other principals to determine if it should be deleted or maintained. It was determined, then, that the staff development program benefitted selected principals in gaining curriculum development skills. A recommendation for future study is that this program be implemented with a larger group of elementary principals to determine if it assists them to gain crucial curriculum development skills in a significant and lasting manner.

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Jarvis, Holly. "Case Studies in Leadership and Curriculum Change." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10900.

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Curriculum review projects ensure updated material that meets the needs of students and employers. Most projects report what was accomplished in terms of how the new curriculum will better meet these needs. Few studies have explored the curriculum change process from the faculty perspective. Few studies have explored the leadership of these projects, and very few studies have examined curriculum development processes in higher education from a faculty perspective. This case study allowed for in-depth exploration of the faculty experience of the curriculum development process, of the project's leadership, and of the perceptions of change held by faculty. Faculty members were interviewed about the project, and minutes from committee meetings as well as other departmental documents were used to triangulate faculty feedback to paint a comprehensive picture of the experience of these faculty development projects. First, the entire case study explores the range of responses faculty provided in their interviews. Themes that emerged included comments about the effectiveness of individual pieces of the program as well as extended discussion about the benefits of the opportunity to network among the committee about teaching and learning. Faculty reflected at length about the positive influence of the leaders and about their response to the amount of change required of them individually and of the department. Next, analytic induction of the interview data resulted in a match between the leadership data and transformational leadership. The leaders of this project used delegation to direct the energy of the committee, invited inclusive participation, and promoted a shared vision for the department. As successful change leaders, they were able to build on the existing relationships in the department to achieve more than they had originally planned. Finally, individual stories exemplify the experience of change for different faculty members. These exemplars demonstrate the full spectrum of response to change, from quick to join in to slow and even one faculty member who chose remove himself from the program. These individual cases explore the ways in which they have dealt with the innovation of curriculum change, changes in teaching and new ideas about assessment.

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Chang, Wen-Chuan, and 張雯娟. "A Qualitative Research on Principal Curriculum Leadership in School-based Curriculum Development." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/12364926365008216169.

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碩士
國立彰化師範大學
工業教育與技術學系
93
Abstract The purpose of this multiple-case study was to explore and determine the roles, the task responsibilities and the knowledge and skills of vocational high school principals as curriculum leaders. A semi-structured, digital-recorded interview technique with 3 principals, and their staff members selected from each school was used. Research questions focused on the roles, the task responsibilities and the knowledge and skills of senior vocational high school principals in the school-based curriculum development. Study findings suggested that principals play different roles contribute essential elements to the curriculum development process, fulfill a lot of task responsibilities to enable the curriculum development proceed successfully, and possess the knowledge and skills to deal with the context and solve the problems occur during the process. 1.The findings identified 17 themes that captured curriculum leadership role of senior vocational high school principals during the implementation of SBCD, such as innovator, communicator, initiator, decision maker, supervisor, curriculum advisor, troubleshooter, advocate, predictor, negotiator, consensus creator, pilot, peace maker, vision builder, authorizer, supporter and evaluator. 2.Besides, a total of 17 themes were identified to indicate that the curriculum leadership task responsibilities that senior vocational high school principals fulfilled during the implementation of SBCD. Their task responsibilities were: to participate in the curriculum-related meetings or activities; to facilitate staff members’ cooperation; to provide teachers the new information about educational trend and the related information; to empower the related sections or offices properly to take charge of some jobs; to supervise the academic affairs office and each department to plan the curriculum according to the curriculum standard; to coordinate each office to provide the support for curriculum implementation; to make use of opportunities to guide the whole staff members to understand his values and beliefs of school running or share with them; to provide staff members with more opportunities or time to enhance their professional development; to conciliate the conflicts and facilitate interpretations among the faculty; to listen to colleagues’ viewpoints, needs and feelings; to provide teachers with assistance and guidance while implementing SBCD; to understand the parents’ and students’ needs for the future; to provide the colleagues the opportunities of decision-making; to motivate teachers to take part in the research and study or in-service training for SBCD; to endeavor to get resources for school curriculum development and make a proper use; to know students’ learning condition through different ways; to promote the competitive strength of school. 3.At last, there were 17 themes that existed in the curriculum leadership knowledge and skills that senior vocational high school principals possessed during the implementation of SBCD. The knowledge and skills were: an in-depth knowledge in curriculum and instruction field; human or interpersonal relationship skills; communication skills; resource and finance managing ability; providence; mighty authority; leadership skills; abundant educational administration experience; sensitiveness to educational issues; familiarity with school background; people-oriented skills; educational enthusiasm; life-long learning ability; listening skills; awareness of the current educational trend; openness to change; reflection skills.

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CHEN, TZU CHUAN, and 陳慈娟. "Curriculum Leadership of Kindergarten Director－Using One Kindergarten-based Curriculum Development as Paradigms." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/17752150642589394402.

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碩士
臺北市立師範學院
國民教育研究所
92
Abstract 　The primary purposes of the research are to understand the whole process and to study the development of kindergarten-based curriculum led by the director of a kindergarten , the missions of curriculum leadership, the difficulties encountered in the process and their solutions from the viewpoint of the director and staff. I would like to propose some suggestions according to my research; and sincerely hope the suggestions can upgrade the teaching in all the kindergartens similar to the kindergarten mentioned in the research and be helpful as references for their developing kindergarten-based curriculum. For the purposes, the structure of the research has been set up through literature analysis, and then led to the stages of developing kindergarten-based curriculum and their missions of curriculum leadership in each developing stage which are the bases of all the data analysis. The subject is the director of Chuan Mei Kindergarten attached to a private elementary school. The research is mainly approached by interviews, assisted by observations and the analysis of related documents, to serve the purpose. Based on these studying methods, I have reached some conclusions and hereby submit several suggestions on the curriculum leadership by directors, how to develop kindergarten-based curriculum and the future direction about the study. 1.Conclusions (1)The history of the kindergarten-based curriculum development under the leadership of the director The history of the kindergarten-based curriculum development under the leadership of the director of Chuan Mei Kindergarten was in fact a process of realizations and modifications of managing series of kindergarten-based curriculum. These phases of curriculum development were formed by numerous non-liner developments and modifications. (2)The features of curriculum leadership of the director i.　Adopting democratic leadership to form consensus. ii.“The creation of affections” to form learning type organization,“Setting herself as an example“ to encourage teachers improving their professional skills. iii.Constructing the supporting system, allowing teachers to receive supports rendered through cooperation. iv. Employing expert industrial art teachers to supplement teachings, to fully implement kindergarten-based curriculum development. v.　Strengthening community interactions to receive their supports and assistances. (3)The difficulties encountered by the director and the solutions thereto in curriculum leadership The difficulties encountered by the director of Chuan Mei Kindergarten can be summarized into four aspects, i.e.“lack of resources“,“improvement required for expert knowledge”,“insufficient incentive measures”,“poor conditions because of geographical district”.“The lack of resources”includes deficiency witnessed in “time”,“funding”and“supporting manpower”. Related problems arise from each aspect and the director has attempted to resolve them one by one. i. In response to insufficient time, flexibly adjust schedules of all regular meetings. ii. Given the inability to overcome problems of “funding”,“supporting manpower” and“insufficient incentive measures”, it is hoped that schools will render their assistance. iii. Actively create learning type organization to deal with insufficient expertise. iv. In dealing with Art courese and Physical culture and Music training disrupt the continuity of Subject teaching develop “preschool children’s plays”to integrate curriculum. 2.Suggestions (1)Recommendations to the director of Chuan Mei Kindergarten in the curriculum leadership i. To set up an official “curriculum development committee”. ii. To develop more concrete vision and materialize the vision through teaching gradually. iii.To actively plan the “short-term, mid-term and long-term plans” for the development of kindergarten’s affairs and implementations as well as reviews of the “annual” plan. iv. To undertake thorough analyses and systemize the existing multi-dimensional curriculum to establish a clear principle of curriculum development, and at the same time construct the structure of “integral curriculum”. v. To encourage teachers to “empower” and strengthen their professional development, in order to gain supports or utilize resources from parents, so as to lead the curriculum more smoothly. vi. To seek for teachers incentives, opportunities to participate in seminars corresponding to their expertise and opportunities to visit the model kindergarten for learning opportunities. vii.The evaluation items for pre-school children should include “core items” and “individual items”. viii.To construct a better self-evaluation system. (2)Recommendations to the development of kindergarten-based curriculum Those kindergartens that have the same background as Chuan Mei kindergarten can be benefited from the following feedback and revise the order of their curriculum development, to set up their own school-based curriculum. i.　The phase of organizational reform－establishment of the“curriculum development committee”and “curriculum research and development working group”. ii. The phase of scenario analyses － undertaking SWOTS analysis on the background of kindergarten. iii.The phase of the formulation of prospects and objectives － the formulation of kindergarten’s prospects, development of education objectives and prospect index. iv. The phase of curriculum planning － formulating“short-term, mid-term and long-term plans”for the development of kindergarten affairs and actively promoting “annual” plan, planning the kindergarten’s “integral curriculum”. v. The phase of curriculum development and applications － developing the contents of kindergarten-based curriculum, constructing supporting system, forming learning type of organization, strengthening the interactions with communities. vi. The phase of evaluation and modification － evaluating learning and development of pre-school children, the application of kindergarten’s self-evaluation. (3)Recommendations for future researches i. To expand the research scope － to undertake comparative research study on different types of organizations (public kindergarten, private kindergarten, attached kindergarten and independent kindergarten). ii. To shift the research subject － to shift the research subject from kindergarten director to heads of education and protection team and teachers. iii.To change the research method － to develop mobile research or inviting research groups from universities to jointly participate in the research. _______________________________________ Ps1.This is anonymous and is named Chuan Mei Kindergarten in the case study. Ps2.The researcher used Mind Mapping to draw the 　　　　　　　　　organizational chart before every chapter and section in 　　　order for readers to grasp the contents.

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KUO, CHIAO-YING, and 郭巧盈. "A Case Study on The Curriculum Leadership Implementing in The ECE Curriculum Guidelines." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xp6vf8.

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碩士
國立臺中教育大學
幼兒教育學系碩士班
107
This study aimed to explore the developmental process in which a curriculum leader promoted the ECE curriculum guidelines in the target preschool. In addition, this study also explores the function of the role as a curriculum leader, the difficulties, and the coping strategies that the curriculum leader adopts in the curriculum leadership process. This study took a qualitative case study approach. The methods adopted to collect data in this study included in-depth interviews, on-site observations, and documentation. To ensure the truthfulness of this study, all the data collected underwent triangulation analysis, feedback analysis, and data synthesis. Findings of this study are as follows: 1. The function and the role that the curriculum leader played when leading teachers to implement the ECE curriculum guidelines to their curriculum development in this case study included: i. The curriculum leader functioned as a quasi-curriculum-leader in the unit and thematic teaching phase to facilitate curriculum development and instruction. ii. The curriculum leader functioned as an instructional and administrative curriculum leader in the curriculum adjustment phase. She practiced her professional competence, enabled organization to operate and communication, facilitated curriculum and teaching, and aid in the professional development of the teaching staff. iii. The curriculum leader functioned as a curriculum leader of school leadership in the integrated thematic teaching phase to facilitate the development of professionalism in school leadership and in the administration, curriculum, and teaching as well. 2. The difficulties that the curriculum leader faced and coping strategies that she adopted in the process of curriculum leadership concern these four dimensions: the leader herself, teachers, curriculum, and circumstance. In the process of curriculum leadership, the curriculum leader in this case study encountered more difficulties in the teaching and curriculum dimensions. Based on findings and conclusions of this study, the researcher made recommendations for curriculum leaders, preschools that implementing the curriculum guidelines and future studies.

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Yang, Wen-Ching, and 楊文菁. "Curriculum Leadership Action Research on Lower Grade Elementary School Teachers in School-based Curriculum." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/17827384930767173886.

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碩士
國立中正大學
教育學研究所
99
This is a study from the perspective of teachers’ curriculum leadership, narrating the actual process of a teacher cooperating with team members in developing school-based curriculum independently. The purpose of this study, through the lower grades’ description of school-based curriculum development in Ying–Ying elementary school, is to record the action and reflection of teachers’ curriculum leaders respectively from each stage of situation analysis, curriculum objectives planning, curriculum programs design, curriculum implementation, and curriculum evaluation. It attempts to understand the roles played by curriculum leaders of teacher level in school-based curriculum development continuously forever and the actual process, and to propose modified strategy. This research was conducted by action research. Interview, document analysis and reflection notes were used to collect information. Then induct and analyze the information collected. The conclusions of this action research are summarized as follows: 1.In the situation-analyzed stage, teachers’ curriculum leaders play the role of awareness initiators. They help team members to understand the overall development of the school situation, to clarify the curriculum concept, to promote communication between administrators and teachers, to unite a common consensus, and to find more explicit fundamentals of curriculum development. 2.In the curriculum objectives planning stage, teachers’ curriculum leaders play the role of concept communicators. They provide relevant theoretical concepts and practical experience. Through listening and dialogue, they unite a common consensus, to establish the curriculum objectives, and to fulfill the basis of curriculum design and development. 3.In the curriculum design stage, teachers’ curriculum leaders play the role of objective expositors. They plan fundamentals of curriculum content, develop teaching resources to enhance curriculum design, and stimulate peer teachers to participate in curriculum development voluntarily. 4.In the curriculum implementation stage, teachers’ curriculum leaders play the role of assistance supporters. They coordinate school administration support, providing professional resources, knowledge and explanation. The collaborative teaching is proceeding. 5.In the curriculum evaluation stage, teachers’ curriculum leaders play the role of critical liberator. They promote teachers’ self-reflection, developing student evaluation tool, and correcting curriculum programs according to the evaluation results. 6.Due to the factors of authority and time, the influence of teachers’ curriculum leadership can hardly stride across grades. It can’t resolve insufficiencies in the depth and structure of school-wide curriculum, and problems in the lack of longitudinal coherence. After synthesizing the conclusions of this research, the researcher discovers that school-based curriculum development is a dynamic process of continuous refinement cycle. Through the influence of teachers’ curriculum leadership, it can really help teachers during the constant practice and reflection process to obtain professional development, and to excite the spirit of teachers’ specialty, professional dedication, and being content with their occupation. It can open the ideal new opportunities of curriculum reform for sustainable development. Finally, in accordance with teachers’ curriculum leadership in the practical analysis of school-based curriculum development and in a view of reflection, the researcher offers the practical suggestions to provides for reference in school curriculum sustainable development.

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LEE, HSIANG-YI, and 李相儀. "A Case Study on Curriculum Leadership and Instructional Leadership of Junior High School Principal." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/96010266089821362937.

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碩士
國立臺灣師範大學
教育學系在職進修碩士班
102
abstract The main purpose of this study is to understand the situation of a principal’s curriculum leadership and instructional leadership in three schools. This study adopts a case study approach and data are collected through interviews and file analysis. Also, ex-Academic Affair Supervisors, teachers and chairperson in Parent Teacher Association interviews were conducted at the same time. After the data gathered from the interviews, documents analyzed and discussed, conclusions and suggestions were drawn. The research conclusions are as follows: 1.The positive personality traits of Principal Yen get highly trust and affirmation from teachers when carrying out curriculum and instructional leadership. Also, Principal Yen kept continuing self-learning and developing good interaction with teachers. 2.An explicit conception of curriculum was already kept in Principal Yen’s mind. Each school’s visions could be completed according to its different specialty. The behaviors of curriculum leadership of Principal Yen involve: leading the school professionally, promoting the depth and breadth of curriculum, integrating the resource of local community and school and prompting curriculum quality. 3.Principal Yen as an instructional leader is willfully to play different roles in instructional leadership. The effect of teachers’ teaching and students’ learning are certainly promoted by participating teaching, using multiple teaching methods and helping solve teaching problems. 4.In order to achieve the curriculum development goals, some suitable strategies were adopted by Principal Yen. Such as, cultivate cooperation and warmth atmosphere, integrate resource, and carry out Teacher Professional Assessment. 5.For the purpose of building teachers’ high performance and enhancing organization learning environment, Principal Yen has high expectations on teachers and students, and effectively solve time insufficient. Some attitude like respect, demonstrate and support shown by Principal Yen were conveyed to teachers to encourage teacher’s professional growth. According to the above conclusions, some suggestions are provided as a reference of educational administrations, principals of junior high schools, administration units, teachers, and further researchers.

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De-Chang, Suen, and 孫德昌. "The ROCMA Study of Curriculum Design, Cadre System, Leadership racteristics and Leadership Efficiency Between." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/70332220481601692475.

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碩士
大葉大學
國際企業管理學系碩士在職專班
95
There was a relationship between the success of organizations and leadtrship characteristics, Different leadership characteristics generate differentnt leadership effectiveness, The military officers, leadership influences troops, morale and subordinates, performance directly or indirectly, To develop excellent leaders, military education is used to develop the officers, leadership characteristics. The Army Academy plays an important role in the military education system, It’s education system and experience are the references for other military institutes, This study took The Army Academy as the research objective, The method of this study was to expore the relationship between students, characteristics and school activity design and intern cadre system, what’s the relationship between leadership characteristics and leadership effectiveness. Leadership effectiveness was broken down into 8 items from Student Management Center at The Army Academy. On the other hand, the researcher developed the Army Academy leadership characteristics evaluation form to identify 8 leadership characteristics, Thus, the researcher could compare the leadership chatacteristics and the leadership effectiveness. The finding of this study was that the 8 leadership chatacteristics did response to the 8 kinds of leadership effectweness, Especially, moral paradigm (leadership charactenstics) had highly correlation with moral integrity( leadership effectiveness), As a resulf, moral is the key concept in the training program at The Army Academy.

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Zheng, Ya-Ru, and 鄭雅如. "A Study of Kindergarten Principal Curriculum Leadership Indicators Structure." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/07456145319709001696.

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碩士
台灣首府大學
教育研究所
103
Abstract This research aims to construct local curriculum leadership indicators, and understands current operations take kindergarten principals as its main research object. At first, via documentary analysis of the meaning and practice of kindergarten-based curriculum development, kindergarten principal curriculum leadership theory connotation and theoretical basis, and the important aspect of kindergarten principal curriculum leadership roles, it summarizes curriculum leadership aspects, dimensions, and indicator items. Secondly, hiring seven scholars and eight kindergarten principals as members for Delphi Technique assigned with major missions to judge based on curriculum leadership indicators. Continued with three-round questionnaires of Delphi Technique, it points appropriate standards for curriculum leadership indicators. Finally, it proposes four conclusions. Kindergarten curriculum leadership theories include curriculum theories and leadership management theories, and it has its unique academic value; Kindergarten principals are the main school curriculum leaders, and they play many roles of curriculum leadership and they have to shoulder the responsibilities of curriculum leadership ; Foreign scholars pay more attention to curriculum leadership and Taiwan's response to the current trend is to develop curriculum leadership indicators and supply them to be consulted by kindergarten principals ; Kindergarten principal curriculum leadership consists of six aspects, sixteen dimensions, and forty-seven indicator items , and develop continuous , improving strategy patterns. And the study provides some advices for kindergarten principals and next researchers. Keywords：Kindergarten Principal, Curriculum Leadership, Curriculum Leadership Indicators

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Swee, Choy-Qin, and 徐彩芹. "The Study on Curriculum Leadership Belief of Preschool Principal." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6bef5k.

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碩士
樹德科技大學
兒童與家庭服務系碩士班
106
The purpose of this study is to explore the curriculum leadership belief of a preschool principal, and the related factor that influence of the results. Data was collected through interviewing, observation, and review of relevant documents of the qualitative research method. The results show that the curriculum leadership beliefs held by the principal include: (A) The curriculum is a practical process. (B) Be a continuous learner and believe that efforts will bring benefits. (C) Cohesion on the team''s centripetal force and establish a teamwork and consensus of the team. (D) Improve the professional skills of teachers by understanding their needs. (E) Let the teachers be the master of their own life and create a caring and respectful environment. (F) Establish the management system of kindergarten curriculum. The factors that influenced the curriculum leadership beliefs of preschool principal include were as followings: firstly, personal factor included personality traits, family environment and gender. Secondly, the factors of professional development included practicum experiences and professional training. Lastly, the factors of the external environment included work experience, the needs of parents, mass media and newspapers. Lastly, the factors that influenced the curriculum leadership beliefs included the structure of kindergarten and the role position of the principal. Based on the results above, this study provides the suggestions for the preschool principal, curriculum leadership, and future research.

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"Policy and Curriculum Recommendations for Student Cell Phone Use." Doctoral diss., 2010. http://hdl.handle.net/2286/R.I.8613.

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abstract: The phenomenon that prompted this study was the increasing number of teens with cell phones and the issues, both legal and nonlegal, that permeate to schools. The trend among teens called teen sexting is receiving national and local attention. Sexting typically involves teens using texts to send cellular messages that may include naked photographs or shared videos containing sexual content. This study reviewed 4 main issues (a) the policies for student use of cell phones on campus to regulate teen sexting issues, (b) whether teen sexting awareness and prevention curriculum is being implemented, (c) the extent to which teen sexting is perceived as a problem by school leaders on campus, and (d) the degree to which there is a need for curriculum about teen sexting awareness and prevention. School district policies for student cell phone regulation were accessed online and their content analyzed. The search for curriculum was done through telephone calls to school district curriculum and instruction department leaders. Questionnaires were administered to principals, assistant principals, school counselors, and school security leaders. Their responses provided data for the study of leadership perceptions on the sexting issue. The purpose of this study was to present the research findings and provide recommendations for cell phone policy and suggest the development of effective curriculum about cell phone safety. The findings of this research showed that school district policy considers teen sexting as a student offence of a sexual nature using electronic devices for bullying, intimidation, threats, harassment, and defamation. Currently, there is limited curriculum for teen sexting awareness programs in Arizona schools. Few incidents of teen sexting get reported to school leaders; however, when they do, the consequences for teen sexters are both legal and nonlegal. The results of this study provide insight for schools leaders and school policy makers regarding issues and response options for student cell phone use, specifically teen sexting issues, and suggest the direction school administrators should take in creating effective teen sexting awareness curriculum for students.
Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2010

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Dissertations / Theses on the topic 'Distributed leadership – Curriculum – Curriculum leadership'

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