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Dissertations / Theses on the topic 'Leadership and Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Shevins, Leila Jasmine, and Leila Jasmine Shevins. "Learning Through Leadership." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625152.

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In Learning Through Leadership, I explore different leadership inventories to learn more about myself as a leader. By inviting various business leaders into the classroom, Honors students were challenged to use the stories told to develop new ideas about leadership. What I learned from these leaders and from the inventories is that I am a strong leader, but there is still room for growth. Through many different experiences, I have developed critical leadership skills, including skills in communication and empathy, that make me a strong leader. What I learned through this experience is where th

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Moore, Thomas W., Deborah K. Harley-McClaskey, and Karen A. Tarnoff. "Assessing Student Leadership Learning." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4074.

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Although many business schools seek to develop leaders and accreditation requires assessment of such objectives to document student achievement, the literature is devoid of leadership development approaches, learning objectives, or direct measures. Perhaps, this results from the perception that leadership is too amorphous or complicated to be defined and measured. This paper details the application of a critical relativist approach to define a graduate leadership learning objective, develop an analytic rubric to measure student achievement of that learning objective, and apply the rubric as bo

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Wright, Jared G. "Learning Centered Leadership: Exploring How Distinguished Learning-Centered Principals Apply Key Processes of Learning-Centered Leadership." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8429.

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School leadership is a complex and challenging endeavor, especially in an era when school principals are held accountable for student achievement outcomes. Research on school leadership has shown that a principal’s influence on student achievement is indirect and significant. Over the past three decades, research on school leadership has developed conceptually and now offers more concrete descriptions of the actions and behaviors leaders can utilize for learning-centered leadership. The developers of the Vanderbilt Assessment of Leadership in Education (VAL-ED) evaluation framework sought to c

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Jorgensen, Raymond D. "Leading learning through imposition of leadership learning standards." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000121.

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Haghighi, Saideh. "Transformational learning toward transformative leadership." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637058.

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<p> One of the greatest challenges our society faces is how to transform a fundamentally inequitable educational system. The societal inequities marginalized groups witness and experience on a daily basis are magnified by hegemonic educational policies and practices which produce, reproduce, and reinforce the concepts of white privilege. Developing transformative leaders is crucial given educational leadership is considered second only to teaching as an influence on students' learning. </p><p> This qualitative study examined the personal and professional growth of eight administrators and de

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Sarasola, Bonetti Marcos, and Carolina da Costa. "Evaluating learning centered school leadership." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117939.

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The research shows that school leadership influences school management resultsin general, and it particularly impacts student learning. This article presentsand analyzes the VAL-ED (Vanderbilt Assessment of Leadership in Education)as a school leadership assessment tool that is based on the research on learningcentered leadership.<br>La investigación indica que el liderazgo educativo afecta los resultados de la gestiónde los centros educativos en general, y en particular, incide en los aprendizajes delalumnado. Este artículo presenta y analiza el VAL-ED (Vanderbilt Assessment ofLeadership in Ed

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7

Harley-McClaskey, Deborah. "Leadership/Service-Learning Resource Fair." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/4723.

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Harley-McClaskey, Deborah. "Leadership/Service-Learning Resource Fair." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/4722.

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9

Dix, Clinton R. "Leadership and learning| The impact of transformational leadership on learning culture within global ministry nonprofits." Thesis, Indiana Wesleyan University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613527.

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<p> Global nonprofits face not only the challenges of funding but now need to adapt to the challenges of a complex and changing environment. Part of this changing environment is the need to network with other organizations to enhance their impact. As these networked nonprofits attempt to meet the challenges of the twenty-first century they most likely will need solutions that contain complex roles, procedures, and structures. Organizations need to learn to readily adapt to these challenges. A learning organization is one which has the ability to transform itself by collectively learning how to

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Hitchcock, Melanie J. "Adult learning and naval leadership training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHitchcock.pdf.

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Gillespie, Kelly P. "Leadership to sustain Professional Learning Communities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/725.

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Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study we

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Sultana, Norin. "Leadership Education: possible ways of learning leadership skills for future leaders." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26328.

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In this postindustrial era, organizations have realized a dire need to have work force with leadership skills in order to maintain their competitive edge in the market place. This has stretched the scope of leadership education to diverse field of studies and has raised the number of leadership education programs offered in colleges and universities all over the world. This thesis is an exploratory study to identify key features of leadership education that distinguish it from conventional educational programs. In view of key early career challenges faced by graduates, research hypotheses were

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13

Matson, Howard C. "Learning leadership from the inside an exercise in mobilizing quiescent leadership /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Priest, Kerry Louise. "Constructing Leadership Identities through Participation in a Leadership Living-Learning Community." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28135.

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This case study conceptually illustrated how a leadership living-learning community provided an educational context well suited to enhance development of leaders within changing leadership and educational paradigms. Specifically, it highlighted how both leadership and learning have come to be viewed as sociocultural processes, and presented theoretical and applied descriptions of â communities of practiceâ and the identity formation process of â legitimate peripheral participationâ (Lave & Wenger, 1991). The unit of analysis for this case study was a first-year, leadership-themed livi

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Walker, James Richard. "Relationships Among Student Leadership Experiences and Learning Outcomes." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/254.

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The relationships among students' reports of learning outcomes based on leadership experiences in various types of student organizations and various roles within organizations were investigated. Relationships between demographic variables (i.e., ethnicity, gender, age, and type of housing) and type of organization, role within an organization, and learning outcomes, were also examined. A new instrument, the Student Leadership Learning Outcomes Assessment (SLLOA), was created to measure student generated learning outcomes; it has good internal consistency and validity. The SLLOA was completed b

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Johnson, Julie I. "Museums, Leadership, and Transfer: An Inquiry into Organizational Supports for Learning Leadership." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1347914892.

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Shiel, Michael Thomas. "Developing leadership : learning what cannot be taught." Thesis, University of Hertfordshire, 2003. http://hdl.handle.net/2299/14299.

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This thesis explores leadership in a business setting and how it is learned, and the role that a teacher may play in the process of learning. The thesis draws on Stacey's theory of complex responsive processes of relating in organisations to present a view of leadership as skilled participation in an ongoing process of interaction rather than as an individualistic act. The theory is also used to take a view on the process of learning the skills of leadership. At the outset, the ideology of mainstream management, and how it is typically learned, is examined through the study of a narrative acco

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Covalciuc, Marina, and Gautier Kerleguer. "Leadership Competencies Development through Game-Based Learning." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85164.

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In contemporary world, there is a constant need for leadership development. Technological advancements, excessive uncertainty and severe hostility on one hand and high expectations from subordinates, pressure from stakeholders on another hand force leaders to develop more skills and competencies in order to succeed. Leadership competencies represent a set of behaviours that are seen to be crucial to deliver desired outcomes. Organisations design competencies models that are used for diverse reasons within human resources management, such as employee selection, career development, succession pl

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Caudle, Susan. "Defining moments : leadership and Learning Disability Theatres." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/defining-moments-leadership-and-learning-disability-theatres(b5a6f998-c274-4c30-9f35-3560ab60c440).html.

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This thesis is written from a practitioner-researcher perspective and explores leadership within Learning Disability Theatres, focussing on a series of moments captured within the education and outreach programme of DIY Theatre Company, Salford, UK. The researcher presents a dialogical view of research within which knowledge-production is viewed as dynamic and processual rather than mobilised by the search for a single truth or one prescriptive method of working. Emerging from research undertaken as political activity the thesis engages with, and attempts to disrupt, dominant, normative agenda

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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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Ribbarp, Vasugi. "Leadership and Learning for the 21st Century : The principal's role in student learning." Thesis, Stockholm University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7907.

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<p>This paper uses evidence from a small-scale interview of five primary school principals within the Stockholm Municipality to examine their focus on student learning. To facilitate this analysis, four questions were addressed:</p><p>• What are the expectations principals have of learning for their students?</p><p>• Has there been a change in perception of learning in the 21st Century?</p><p>• How do principals think they have influence on student learning?</p><p>• How do principals see their role towards lifelong learning?</p><p>This thesis argues that we have to redefine learning for the 21

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Langlois, Deborah. "The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107974.

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Thesis advisor: Vincent Cho<br>The purpose of this study was to understand the role of school leaders in supporting teachers as they build relationships with and between students in the classroom. These two important aspects of creating a positive classroom learning environment are necessary for Social Emotional Learning to be successful. This qualitative case study drew upon data from interviews with school leaders, teacher focus group interviews, and redacted teacher evaluations in one school district in Massachusetts. While the role of school leaders in the academic success of students has

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Hardy, Sarah J. "The Role of Leadership in Social-emotional Learning Implementation: Making Sense of Social-emotional Learning Initiatives." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107979.

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Thesis advisor: Vincent Cho<br>The Role of Leadership in Social-Emotional Learning Implementation: Making Sense of Social-Emotional Learning Initiatives by Sarah J. Hardy Dr. Vincent Cho, Chair, Dr. Elida Laski, Reader, Dr. Ingrid Allardi, Reader Social-emotional learning (SEL) is an essential component of every student’s education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were c

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Lancaster, Rodney Wyatt. "A Comparison Of Student-Centered And Teacher-Centered Learning Approaches In One Alternative Learning Classroom Environment." Thesis, Arkansas State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260123.

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<p> Although many studies have shown good effectiveness of student-centered instruction in a variety of educational settings, relatively few have focused on alternative learning environment (ALE) programs. This research study compared the learning outcomes of ALE students in a one rural Arkansas delta school sequentially utilizing a teacher-centered and a student-centered learning environment. Additionally, this research addressed how each environment nurtured independence skills, leadership, and social growth. Significant differences were observed in academic achievement, and student views ab

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Nichols, Amy E. "Redefining leadership: acts of leadership beyond a college classroom." Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32716.

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Master of Arts<br>Communications Studies<br>Timothy R. Steffensmeier<br>This study explored how millennials make sense of leadership in civic life beyond a college classroom. Competency-based learning, specifically as it relates to leadership development, was considered along with the importance of helping others make sense of leadership learning beyond theory to practical application. Competency-based learning considers the practical teaching points set in front of students and posits that they are helpful for making an often nebulous notion of leadership more tangible. The focus of this stud

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Farnsworth, Shane Justin. "Principal Learning-Centered Leadership and Faculty Trust in the Principal." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5514.

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Principals are increasingly held accountable for student achievement outcomes. Existing research has found principal leadership indirectly affects student achievement (Leithwood, Louis, Anderson, & Wahlstrom, 2004). Principals face a problem when they are accountable for achievement outcomes and are dependent upon others and other variables to achieve those outcomes. Consequently, principals will benefit from a richer understanding of how their leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education (VAL-ED) measurement of principal learnin

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Rowe, Patricia A. "Leadership and double-loop learning in executive teams /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17662.pdf.

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Cayne, Ce Wright. "Life as a journey of leadership and learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59429.pdf.

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Hillis, Laurie. "Major project leadership learning, a leap of faith." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ41806.pdf.

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Rodriguez, Marcos Alonso. "Critical leadership : from error prevention to error learning." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540603.

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Watts, Pauline. "Leadership learning through challenging situations : Primary School Headteachers." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3316/.

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This study offers an understanding of the leadership learning of headteachers through an exploration of their practices and perspectives when dealing with challenging situations. The research methodology uses semi-structured interviews to capture the experiences of eighteen primary school headteachers as they describe the challenges they face and the way in which they learn from them. The findings show that primary school leadership is embedded in relationships which are complex and challenging. The strategies and coping mechanisms headteachers use to deal with challenges are similar and refle

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Moraes, Taciano. "Leadership Development of Technology Students through Experiential Learning." Carnegie Mellon University - Silicon Valley, 2015. http://deposita.ibict.br/handle/deposita/24.

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Submitted by Taciano Moraes (tacianomm@gmail.com) on 2017-09-29T16:36:46Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BR Version - Original.pdf: 4465890 bytes, checksum: 59080162de336729aeb135f1d903423a (MD5)<br>Approved for entry into archive by Raphael Vilas Boas (raphaelboas@ibict.br) on 2017-09-29T19:18:38Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BR Version - Original.pdf: 4465890 bytes, checksum: 59080162de336729aeb135f1d903423a (MD5)<br>Made available in DSpace on 2017-09-29T19:18:39

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Woods, Mary F. "Exploring Collaborative Learning Methods in Leadership Development Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5046.

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Collaborative learning as it pertained to leadership development was an obscured method of learning. There was little research addressing the attributes contributing to collaborative learning for leadership development in leadership development programs. By completing this manuscript, scholarly learners may have additional information on knowledge-based practicing organizations. The purpose of this qualitative study was to understand how collaborative learning influenced leadership development within leadership development programs within high performing organizations. Data collection included

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Massaro, Anne V. "Exploring the learning paths of academic department chairs." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187014536.

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Clark, Jonathan T. "Developing collaborative leadership a study of organizational change toward greater collaboration and shared leadership /." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1229720750.

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Thesis (Ph.D.)--Antioch University, 2008.<br>Title from PDF t.p. (viewed February 19, 2009). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 163-171).

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Mead, Carlton R. 1963. "Encouraging school leadership in elementary schools." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8293.

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xi, 112 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies ar

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Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

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Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adj

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Irving, Catherine Mary Anne. "Leadership in Higher Education : a longitudinal study of local leadership for enhancing learning and teaching." Thesis, University of Chester, 2012. http://hdl.handle.net/10034/620842.

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Local level leadership for the enhancement of learning and teaching in higher education is an under-researched area in the leadership literature. The growth of the ‘quality agenda’ in HE over the past 20 years has led to an increase in the number and range of local leadership roles. These posts, although not usually requiring the exercise of management responsibility, have the potential for considerable influence on practice in local academic communities. This study aimed to explore local leaders’ experience of their role and to examine the barriers and opportunities they faced, in order to de

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Ash, David B. "Transformational leadership and organizational learning : leader actions that stimulate individual and group learning." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063425.

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The purpose of this research was to identify and describe the action's leaders practice that stimulate individual and group learning. An MLQ- Multifactor Leadership Questionnaire and a series of interviews with members of three work teams were utilized to gather research data. This is one of the first studies completed to research this important aspect of leadership. In all three cases, the teams shared experiences where learning was transformed into useable knowledge to accomplish objectives or solve problems. The three teams learned and generated new knowledge based on viewing, challenging,

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Prafka, David William. "Leadership as Exhibited by a Private Sector Learning Executive; A Descriptive Case Study of Leadership." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-01122009-200424/.

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The purpose of this dissertation is to describe the role and leadership of a learning executive [Chief Knowledge Officer, Chief Learning Officer] within a publicly traded corporation. My description depicts a unique learning executive within a leading multinational medical technology corporation. My discovery pursued three researchable questions (a) How does a learning executive contribute to their organization? (b) What contextual factors affect a learning executiveâs ability to exhibit leadership? (c) What type of leadership does a learning executive exhibit within their organization? My res

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Burns, Gwen Jeannine. "Invitational leadership in public schools." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4767.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2007) Vita. Includes bibliographical references.

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Waldron, Keali Clark. "Online Learning| Allowing Students to Learn Non-Traditionally." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265868.

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<p> It was not known if and how online teaching modalities influenced student achievement relative to traditional classrooms in the State of Louisiana in the context of curriculum changes moving from Pathways to Common Core Standards. The purpose of this qualitative, descriptive case study was to explore teacher perceptions regarding how, and if, the type of learning environment and transition to new educational accountability standards influenced high school student achievement for Algebra I and geometry. Gardner’s theory of multiple intelligences and McClelland’s achievement moti

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Locke, Barbara Darlene. "Service-learning and leadership life skills: an experimental study." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1060.

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This study examined the effect of service activities on the development of leadership life skills in youth and if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills. Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Brenham, Texas. Participants were randomly assign

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Senior, Keith. "The school leadership team in a professional learning community /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,161176.

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Osborne, Doreen Rosalind. "The learning organization and leadership for the college system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq25874.pdf.

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Blakesley, Simon C. "Creating and designing leadership learning for prospective school administrators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ49162.pdf.

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Rose, Rickie Lou. "The connection of brain compatible learning theory and leadership." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3175993.

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Thesis (Ed.D.)--Indiana University, School of Education, 2005.<br>Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1587. Adviser: L. Burello.

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Giacomassi, Rafael. "Leadership development: an experiential learning approach for engineering students." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/18/18156/tde-04022019-150003/.

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Lots of companies recognize the need for leadership development. However, there is still not a consensus about what practices or bundle of practices can be used for the effective development of leadership competencies. Many existing methods are focused on emulation of characteristics of successful leaders or the development of personal competencies based, for example, on psychological traits tests. Therefore, a better understanding of the application of more holistic methods for leadership development is necessary. Such methods consider personality traits as well as the organizational context

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Jutrakul, Rada, Erin Ring, and Lennart Reymann. "Value Sustainability: Developing Affective Learning in Sustainability Leadership Programs." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19888.

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As sustainability challenges increase in both frequency and magnitude, there is a growing need for leaders who can deal with such complexity. Education for Sustainable Development (ESD) develops knowledge,skills, and attitudes to enable the development of such leaders. This thesis focuses on the elusive “attitude” piece, more widely referred to as the affective domain. The research team interviewed experts on affective learning in either higher education or ESD contexts. Additionally, staff members from the case study organisation, Teach for Austria (TFA) were interviewed to determine how affe

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Hoffman, Daniel S. "The dynamics between leadership and learning in school principals /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894439549.

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