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Dissertations / Theses on the topic 'Leadership for inclusive practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Driscoll, William Russell. "Leadership for Inclusive Practices: Border Crossing for Refugee Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108827.

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Thesis advisor: Lauri Johnson<br>The United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj & Bartlett, 2017). Public schools in Massachusetts offer a unique perspecti

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2

Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community

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Choquette, Beth N. "Leadership for Inclusive Practices: Supporting Students Who Have Experienced Trauma." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108783.

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Thesis advisor: Lauri Johnson<br>For students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-

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Twohig, Barbara J. "Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27226.

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The purpose of this study was to examine how and why elementary school principals collaborate with their teaching staff to facilitate a commitment to educating students with disabilities in the general education classroom. The researcher used a qualitative multiple case study of three elementary schools to gather the data to answer the research questions posed for the study. The primary methodology for collecting data was from coding semi-structured audiotaped interviews with principals and selected general and special education teachers who were collaborating for the purpose of integrating

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Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.

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Thesis advisor: Lauri Johnson<br>Student discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices,

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Wanjiru, Jenestar. "Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22804.

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Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in particular resulted in the displacement of many Kenyans. Scattering of families saw some children losing months or years of schooling with others permanently excluded from education, while the participation and achievement of those arriving in school was characterised by complex needs and experiences. This PhD study explored pupil and teacher perceptions of the learning and development needs of conflic

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Vernon, Lisa Jo. "Collaborative practices in schools: The impact of school -based leadership teams on inclusive education." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154183.

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Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.

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Thesis advisor: Lauri Johnson<br>Understanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of

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Shultz, Kimberly A. "Implementation of Inclusion Practices K-12| From Compliance to Sustainability." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286076.

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<p> There has been a strong movement since the reauthorization of PL 94-142 in 2004 and 2006 toward inclusionary practice for students with disabilities to receive instructional and social opportunities in the general education classroom Proponents of inclusionary practices believe that in order to provide an authentic least restrictive environment (LRE) for the growing population of identified students with disabilities, the learning environment needs to be a culture of inclusionary practice. Inclusion advocates assert that inclusion is a civil rights issue. Those rights include equal access

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Cobb, Paulette. "Examining the Efficacy of Inclusive Practices and Its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828070.

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<p> There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11<sup>th</sup> grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were <i>fully in

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11

Okpara, Nnenna. "A Mixed Methods Study of Charter School Administrators' Perspectives of Effective Inclusion Practices." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748572.

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<p> In the early 1990s, the educational system in the U.S. began to change with the advent of publicly-operated charter schools. In recent years, there has been a surge in parents opting for this type of alternative educational setting to meet the needs of their students. This increase in enrollment did not preclude students with disabilities. This research study specifically examined charter school leadership perspectives regarding the inclusion model as it relates to accountability standards, service delivery trends and models, and general education professional development. It is important

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Tanner, Marilee Rose. "What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School?" Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.

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McCauley, Kayleigh J. "The relationship between leadership frames of athletic directors and the presence of best practices for implementation of transgender inclusion policies at NCAA institutions." Thesis, Texas A&M University - Corpus Christi, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665250.

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<p> In September of 2011, the National Collegiate Athletic Association (NCAA) announced the approval of the <i>Policy on Transgender Inclusion.</i> The NCAA published a handbook, which detailed the policy, policy interpretation, and best practice resources for implementation. The study examined the relationship of athletic directors' leadership frames to the presence of best practices for implementation of transgender inclusion policies at colleges and universities with NCAA athletics.</p><p> The study employed a correlational research design. The independent variables were the four leadersh

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Laroussi, Ahmed Afia. "An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/720.

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Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and

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Singh, Gursev. "Beliefs, Attitudes, and Practices of Principals with Respect to Hiring Diverse Teachers." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104891.

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The purpose of this study is to explore the beliefs, attitudes, and practices of principals with regard to equity and inclusion specific to hiring teachers from diverse backgrounds. A qualitative design and narrative analysis guided this study. Twelve principals and vice-principals from six high schools in one school district in Ontario participated in the study by answering questions on a self-completion web questionnaire. The findings were analyzed using four categories with regard to hiring diverse teachers: 1) current understanding of diversity in the school community; 2) current practices

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McGill, Robert James. "Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/850.

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This dissertation examines teacher’s perspectives regarding the classroom strategies, behaviors, and approaches they believed best support the development of African American students. Educator perceptions are valuable to understand because perceptions and attitudes undergird behavior and practices. This study focused on perceptions of teachers toward pedagogical strategies, approaches, and teacher behaviors that perceived to best support African American students because of the persisting achievement gap between African American students and their White, middle class counterparts. Culturally

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Brinkworth, Carolyn S. "From Chilly Climate to Warm Reception: Experiences and Good Practices for Supporting LGBTQ Students in STEM." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cgu_etd/97.

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Lesbian, gay, bisexual, transgender, and queer/questioning students (LGBTQ) face unique challenges during their university or college careers, and while society has generally become more accepting of sexual and gender minorities (SGM) over the past decade, students still often face chilly or outright hostile campus climates, as well as institutional and departmental policies and practices that create barriers to their learning and feeling of belonging in their classrooms and on their campuses. Research suggests that these issues are particularly pervasive in the disciplines of Science, Technol

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Kanisin, Githathevi. "Leadership commitment to inclusive dialogue." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435871.

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Thompson, Megan. "Inclusive Practices for the General Music Classroom." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1252.

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The purpose of this survey was to find patterns in methods elementary general music teachers use to create a successful environment in the inclusive music classroom. Twenty-four participants completed the survey. The most frequently used accommodation and modification methods were considered a part of the participants' regular teaching practice. The participants also indicated they did not collaborate with other teachers very often, which conflicted with findings from other studies. Further research would benefit from a larger sample size to make results more generalizable.

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Van, Auken James Anthony. "The Relationship Between Mindfulness and Leadership: How Mindfulness Practices Affect Leadership Practices." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1570457602679392.

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Miner, Amy Baird. "Democratic Inclusive Educators." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1469.

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Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enab

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Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.

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Magister Educationis - MEd<br>Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cap

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Preston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.

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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.

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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal oppor

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Velez, Milena E. "Writing for the Children of the Borderlands: Understanding the Rhetorical Practices of Parent-Authors Creating Multicultural and Multilingual Children's Literature." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1609436768901894.

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Weinkauf, Tim. "Inclusive post-secondary education, practices for a new frontier." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60402.pdf.

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Dixon, John A. "A Description of Instructional Practices in Inclusive Classroom Settings." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29883.

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This study was designed to describe the experiences of general education students in elementary settings where the inclusion of students with disabilities was responsibly implemented. The research question investigated was: Do general education students have a meaningful opportunity to learn when sharing classrooms with students with disabilities? The participants in this study were assigned to two inclusion classrooms in an elementary school in northeastern North Carolina. The classrooms were observed during the months of January and February, 1999. Effective educational practices in inclusi

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Wilson, Britta M. "Engaging diversity| Best practices to create an inclusive work environment." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141726.

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<p> It is believed that the commitment to diversity in the workplace is rooted in the civil rights movement. Six decades later, many companies have achieved a demographically diverse workforce, while others have not. Some organizations assumed that diversity would automatically result in inclusion. Seemingly, it has been more elusive to create and sustain an inclusive workplace. Within large global organizations, the task of creating such a workplace rests with the Chief Diversity Officer (CDO). </p><p> Inclusion, as related to engaging diverse employees in the workplace, is an emerging

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Warner, Robert P. "Understanding Outward Bound Instructors’ Inclusive Praxis: Practices and Influential Factors." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152434502743163.

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Adams, David Alexander. "Greek leadership courses : participation and changes in student leadership practices." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/648.

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The study focuses on the effectiveness of a Greek Leadership class at a university in northern California. Changes in leadership practices were analyzed using Kouzes and Posner's LPI (Leadership Practices Inventory). The LPI was distributed as a pretest and a posttest survey. Analysis in changes of LPI outcomes together with analysis of the four additional questions indicate that the course has a positive impact on students perception of their ability to inspire a shared vision.

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Vorapanya, Sermsap 1974. "A Model for Inclusive Schools in Thailand." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9487.

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xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was

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Buwalda, Herbert J. "Growing as an inclusive congregation." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.

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Erwin, Lisa Ann. "Women's leadership practices in student government /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

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Dycus, Linda Gail. "Leadership Practices of School Nutrition Professionals." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2160.

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School-aged children's nutritional needs have changed from a 1946 underweight and undernourished population to rapidly increasing numbers of overweight and obese children with associated health complications. The purpose of this quantitative study was to explore leadership practices of state and system school nutrition professionals. By obtaining information regarding the past and present practices of school nutrition professionals, this researcher strove to provide insight into best practices for future leaders. Electronic mail messages linked to Kouzes and Posner's (1995) self-reporting lead

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Wanjala, Christine N. "Regenerative leadership practices in Kenyan schools." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/78367/.

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Quinn, Jayne M. "The Catholic School Principal and Inclusive Leadership: A Quantitative Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/270.

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The Holy See (2008) and the United States Conference of Catholic Bishops (1995) stated that all students, including those with disabilities, have the right to a quality education and special attention should be given to those who are disenfranchised by having a disability (National Conference of Catholic Bishops, 1972). Based on a literature review of characteristics that embrace inclusive Catholic school leadership in elementary schools in the Archdiocese of Los Angeles, the following research question was developed and used as the focus for this study: How prepared do Catholic elementary sch

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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

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Hofreiter, Deborah. "Principal Preparation in Special Education| Building an Inclusive Culture." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285190.

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<p> The importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who are not prepared in the area of special education have a difficult time implementing an inclusive culture at their schools. This qualitative inquiry study set out to explore principals’ perceptions of their preparation in special education a

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Kgwete, Ephraim Matala. "Understanding school leadership : a study of the ACE school leadership programme and leadership practices." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/44145.

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The South African Department of Education (DoE) introduced a new threshold qualification, Advanced Certificate in Education (School Leadership), which was the first concrete step towards implementing a compulsory professional qualification for principalship. The qualification is called ACE ‘School Leadership’ but the outcomes in the learning content designed by the DoE tend to focus on ‘management’. Since this qualification was only implemented from 2008, the synchrony between the theory and practice has not yet been investigated. The focus of this paper was to determine whether the ACE promot

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Streck, Mary Theresa. "Distributed leadership and shared decision making leadership practices that promote collaboration /." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009streck_m.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.<br>"A Doctoral Research Project presented to Professor of Education James Butterworth, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: distributed leadership; shared decision making; leadership. Includes bibliographical references: (p. 69-74).

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DiChiara, Anthony Nicholas. "Fraternal Leadership: Differences in Leadership Practices among Four Governing Greek Councils." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/32312.

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The purpose of this study was to examine the leadership practices of students affiliated with fraternities and sororities. In addition, this study explored the differences in leadership practices among members of the four governing councils of the fraternities and sororities present at the host institution. Data were collected by administering the Student Leadership Practices Inventory (SLPI, Kouzes & Posner, 2006) to affiliated members of fraternities and sororities enrolled at a major research institution located in the mid-Atlantic region of the United States. This study was designed speci

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Petousis, Francois George. "The organisational capacity for social innovation: an experiential exploration in re-ordering institutional practices." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22876.

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This study is an exploratory attempt to develop theoretical insights into the organisational capacity for social innovation, utilising a qualitative inquiry into the internal and external practices of a socially focussed organisation. By appreciating the lived experiences of engaging in these practices, the research looks to surface elements that contribute to the social sensitivity required to engage the complexity of social systems. Based in the social constructivism of Berger & Luckman (1966), and the associated institutional theory, seeing the structures which "enable and constrain agents"

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Rahaman, Muhammed Mahbubur. "Inclusive Education Practices for Secondary School Students with Disabilities in Bangladesh." Thesis, University of Canterbury. Health Sciences Centre, 2011. http://hdl.handle.net/10092/6302.

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The purpose of this phenomenological study is to understand and describe the inclusive education practices for students with disabilities in secondary schools in Bangladesh. In Bangladesh, ensuring all children with disabilities attend schools especially mainstream classrooms is a priority, rather than ensuring the quality of instruction. An underlying belief in Bangladesh is that if quantity can be achieved, then quality will increase. This is why I decided to examine teachers‘ perspectives (central phenomenon) of inclusive education. There is no research that describes or supports Bangladesh

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Poon, Tsz-ying, and 潘芷盈. "Hong Kong kindergarten teachers' beliefs and practices regarding earlychildhood inclusive education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B5055900X.

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Early childhood inclusive education (ECIE) has been advocated in Hong Kong and other societies for decades. Anecdotal evidence, however, suggests that there might be some gaps between teachers’ beliefs and their practices regarding ECIE in Hong Kong. Although a large number of studies on the implementation of ECIE have been conducted in western countries, there are very few in a Hong Kong context. Therefore, this thesis is dedicated to the investigation of Hong Kong kindergarten teachers’ beliefs and practices regarding ECIE with two studies. Study One was designed to be quantitative in na

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VanDover, Teresa. "The development of a Missouri teacher beliefs scale for inclusive practices /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924936.

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Parrish, David Wayne. "An Action Research Study: Inclusive Culture Formation in a New High School." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898740.

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The culture of a school community is critical to every aspect of its existence, including academic expectations, degree of inclusiveness, safety, and overall well-being of students and staff. While culture can be an abstract, elusive concept, it makes itself known upon entering the school. School culture can exist on multiple levels, exerting a cohesive impact on relationships and interactions and opportunities. Adding to its complexity, a school culture can be perceived differently by individuals, depending on their unique experiences. Further, a school culture is inevitable and difficult to

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Brunderman, Lynnette Ann. "Leadership Practices that Support Collegiality in Schools." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195340.

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Research has identified collegiality, encouraged by the school leader, as one of the factors present in highly effective schools. However, there is not a widely accepted understanding of what collegiality is or how it is fostered. This study examined teachers' perceptions about collegiality and leadership practices that supported its development in schools. This investigation of the collegial experiences and understandings of teachers in three elementary school settings was conducted primarily through interviews and observation. A high level of collegiality existed among the staff at the t

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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

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Kimm, Linda L. "Effective Leadership Practices in Improvement-Required Schools." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703279/.

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This mixed-methods study identified the effective practices of the principal and leadership team in an Improvement-Required (IR) high school that significantly influenced student achievement and guided their school from IR to a rating of Met Standard in one year. IR or F schools under the new system are schools that failed to meet the state accountability target goals. The high school in this study had a large culturally and economically diverse student population with a high percentage of English learners. The leadership practices were identified through four themes revealed by the qualita

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Tsend, Adiya. "Leadership Practices in Higher Education in Mongolia." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/37647.

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The purpose of this study was to explore leadership practices exercised by higher education leaders in Mongolia from the perspective of American leadership concepts. The study was based on leaders' practices. That is, the study examined how higher education leaders conduct themselves as administrators and how their leadership practices are perceived by their subordinates. This study differed from most of the related research on higher education in three ways. First, this study focused on leaders in higher education institutions in a transitional country of Asia. Second, previous related studi

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