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Teacher Perceptions of Effective Sch...

Augspurger, Bobbie Anita.

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Teacher Perceptions of Effective School Leadership Using Twenty-first Century Skills and Knowledge.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher Perceptions of Effective School Leadership Using Twenty-first Century Skills and Knowledge./
Author:	Augspurger, Bobbie Anita.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3611750
ISBN:	9781303726941

Teacher Perceptions of Effective School Leadership Using Twenty-first Century Skills and Knowledge.
Augspurger, Bobbie Anita.

Teacher Perceptions of Effective School Leadership Using Twenty-first Century Skills and Knowledge. - 133 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--Lindenwood University, 2014.

This quantitative study was conducted to examine the primary components of school leadership for 21st-century skills and knowledge integration. With the passing of the National Educational Technology Standards (NETS) for students, teachers, and administrators, the need for administrative leadership within the realm of technology is continually evolving and growing. The NETS based survey required teachers from three varying sized school districts, who have implemented a 1:1 student device initiative, to answer statements, using a Likert scale, about themselves and their principal. Survey statement data results were revealed using a Pearson Product Moment Correlation Coefficient formula, scatter plots, and regression studies to investigate relationships between a teacher's use of 21st-century teaching skills and knowledge and his/her principal's use of 21st-century leadership skills and knowledge. Additionally investigated were what 21st-century leadership practices appear to be associated with the use of 21st-century instructional practices to effectively support teacher and student learning. This research project harvested surprising results that addressed perceptions of effective practices, characteristics, and leadership styles from the front line of learning and teaching, teachers; and, which are relevant to new mandates in education and applicable to the National Educational Technology Standards (NETS), also referred to as the International Society for Technology in Education (ISTE) standards, for both teachers and administrators.

ISBN: 9781303726941Subjects--Topical Terms:

1035576
Education, Leadership.

Teacher Perceptions of Effective School Leadership Using Twenty-first Century Skills and Knowledge.
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020 $a 9781303726941
035 $a (MiAaPQ)AAI3611750
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245 1 0 $a Teacher Perceptions of Effective School Leadership Using Twenty-first Century Skills and Knowledge.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Sherry DeVore.
502 $a Thesis (Ed.D.)--Lindenwood University, 2014.
520 $a This quantitative study was conducted to examine the primary components of school leadership for 21st-century skills and knowledge integration. With the passing of the National Educational Technology Standards (NETS) for students, teachers, and administrators, the need for administrative leadership within the realm of technology is continually evolving and growing. The NETS based survey required teachers from three varying sized school districts, who have implemented a 1:1 student device initiative, to answer statements, using a Likert scale, about themselves and their principal. Survey statement data results were revealed using a Pearson Product Moment Correlation Coefficient formula, scatter plots, and regression studies to investigate relationships between a teacher's use of 21st-century teaching skills and knowledge and his/her principal's use of 21st-century leadership skills and knowledge. Additionally investigated were what 21st-century leadership practices appear to be associated with the use of 21st-century instructional practices to effectively support teacher and student learning. This research project harvested surprising results that addressed perceptions of effective practices, characteristics, and leadership styles from the front line of learning and teaching, teachers; and, which are relevant to new mandates in education and applicable to the National Educational Technology Standards (NETS), also referred to as the International Society for Technology in Education (ISTE) standards, for both teachers and administrators.
590 $a School code: 0573.
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773 0 $t Dissertation Abstracts International $g 75-05A(E).
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792 $a 2014
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3611750