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

Curriculum leadership: An investigat...

Beard, Christina Joye.

Linked to FindBook

Google Book

Amazon

博客來

Curriculum leadership: An investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators' identity salience.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Curriculum leadership: An investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators' identity salience./
Author:	Beard, Christina Joye.
Description:	247 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665110
ISBN:	9781321374131

Curriculum leadership: An investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators' identity salience.
Beard, Christina Joye.

Curriculum leadership: An investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators' identity salience. - 247 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2014.

This item must not be sold to any third party vendors.

The purpose of the study was to investigate Ylimaki's (2012) New Professional Curriculum Leader (NPCL) and Critical Curriculum Leader (CCL) identities among middle school administrators. Research gathered for this study supported a rationale that administrators may possess more than one identity within their salience hierarchies. While evidence of salience hierarchies was established in the field of social psychology, no such relationship has been investigated among administrators in Texas middle schools.

ISBN: 9781321374131Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Curriculum leadership: An investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators' identity salience.
LDR:03657nmm a2200337 4500 001 2056171
005 20150429102540.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321374131
035 $a (MiAaPQ)AAI3665110
035 $a AAI3665110
040 $a MiAaPQ $c MiAaPQ
100 1 $a Beard, Christina Joye. $3 3169912
245 1 0 $a Curriculum leadership: An investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators' identity salience.
300 $a 247 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Advisers: Daniel L. Pearce; Lynn Hemmer.
502 $a Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of the study was to investigate Ylimaki's (2012) New Professional Curriculum Leader (NPCL) and Critical Curriculum Leader (CCL) identities among middle school administrators. Research gathered for this study supported a rationale that administrators may possess more than one identity within their salience hierarchies. While evidence of salience hierarchies was established in the field of social psychology, no such relationship has been investigated among administrators in Texas middle schools.
520 $a A researcher created survey was used to gather data from 265 Texas middle school administrators. Data analysis began with exploratory factorial analysis to test the validity and reliability of the survey and to isolate identities. Analysis continued with logistic regression to examine influencing factors and concluded with a content analysis of open-ended survey items.
520 $a Results of factor analysis determined that Texas middle school administrators possess both the NPCL and CCL identities. In terms of decision-making, administrators placed the CCL identity higher in their salience hierarchy than the NPCL identity, while the reverse was observed for personal beliefs. Statistically significant relationships were found between administrators' identity salience and background knowledge, years of experience, geographic area, and 2012 Texas AYP ratings. Results of logistic regression determined that demographic data could predict identity salience when campus characteristics was the dependent variable. Six models indicated that background knowledge, education setting, years of experience, and 2012 Texas AYP ratings were predictors of identity. Conceptual analysis results revealed that a majority of administrators believe their knowledge of literacy instruction and assessment increases their credibility and effectiveness as an instructional leader. Administrators also maintained that their beliefs about literacy instruction resulted from background knowledge and personal experiences.
520 $a Key findings from this study support that the commitment Texas middle school administrators place on their NPCL and CCL identities depends on factors within their immediate environments. For instance, administrators may adjust their identities to fit specific values modeled for them during training and by watching others make decisions. Commitments placed on identities higher within administrators' salience hierarchies may also depend on their ability to strengthen ties within a social network while playing a specific role.
590 $a School code: 1417.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Reading. $3 1017790
690 $a 0727
690 $a 0449
690 $a 0535
710 2 $a Texas A&M University - Corpus Christi. $b Curriculum and Instruction Program. $3 3168298
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 1417
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665110