東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Elephant paths: A qualitative study ...

McTamaney, Catherine.

Linked to FindBook

Google Book

Amazon

博客來

Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership./
Author:	McTamaney, Catherine.
Description:	103 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2002.
Contained By:	Dissertation Abstracts International67-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221869
ISBN:	9780542755477

Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership.
McTamaney, Catherine.

Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership. - 103 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2002.

Thesis (Ed.D.)--Peabody College for Teachers of Vanderbilt University, 2006.

This research sought to understand the experience of a Montessori school's faculty during a period of administrative change. Evidence of a liminal period was investigated, with special attention to teachers' sense-making as they prepared for the retirement of their long-term Head of School. Although this school had been highly authoritarian and hierarchical in the past that may have predicted a stressful executive succession, earlier action research resulted in some specific changes in its administrative structure and subsequent changes in the culture of the school. The current school climate, including teachers' understandings of their own roles and their expectations of formal leaders, were observed to be highly collaborative and self-investing. Indicators of liminality were largely unobserved. Instead, substitutes for leadership were evidenced among the faculty. Formal leadership, including changes in the administrative structure and administrative personnel, appeared to have little influence on changes in this school's climate. Other factors, including the influence of ideologically consistent teacher education and a collaborative personnel structure, are discussed. Applications are suggested to other school settings facing similar executive successions.

ISBN: 9780542755477Subjects--Topical Terms:

626645
Education, Administration.

Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership.
LDR:02234nmm 2200277 4500 001 1833677
005 20071112133529.5
008 130610s2006 eng d
020 $a 9780542755477
035 $a (UMI)AAI3221869
035 $a AAI3221869
040 $a UMI $c UMI
100 1 $a McTamaney, Catherine. $3 625655
245 1 0 $a Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership.
300 $a 103 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2002.
500 $a Adviser: Robert L. Crowson.
502 $a Thesis (Ed.D.)--Peabody College for Teachers of Vanderbilt University, 2006.
520 $a This research sought to understand the experience of a Montessori school's faculty during a period of administrative change. Evidence of a liminal period was investigated, with special attention to teachers' sense-making as they prepared for the retirement of their long-term Head of School. Although this school had been highly authoritarian and hierarchical in the past that may have predicted a stressful executive succession, earlier action research resulted in some specific changes in its administrative structure and subsequent changes in the culture of the school. The current school climate, including teachers' understandings of their own roles and their expectations of formal leaders, were observed to be highly collaborative and self-investing. Indicators of liminality were largely unobserved. Instead, substitutes for leadership were evidenced among the faculty. Formal leadership, including changes in the administrative structure and administrative personnel, appeared to have little influence on changes in this school's climate. Other factors, including the influence of ideologically consistent teacher education and a collaborative personnel structure, are discussed. Applications are suggested to other school settings facing similar executive successions.
590 $a School code: 0074.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Early Childhood. $3 1017530
690 $a 0514
690 $a 0518
710 2 0 $a Peabody College for Teachers of Vanderbilt University. $3 1023173
773 0 $t Dissertation Abstracts International $g 67-06A.
790 1 0 $a Crowson, Robert L., $e advisor
790 $a 0074
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221869