東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Successful Turnaround Leadership: A Delphi Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Successful Turnaround Leadership: A Delphi Study./
作者:	Roman, Letitia Hewlett.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	146 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28801879
ISBN:	9798538148011

Successful Turnaround Leadership: A Delphi Study.
Roman, Letitia Hewlett.

Successful Turnaround Leadership: A Delphi Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 146 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--Sam Houston State University, 2021.

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

Leadership strategies for school turnaround and how to prioritize improvement efforts seem to lack a clear pattern for leaders of failing schools. The purpose of this study was to determine successful leadership strategies and methods for school turnaround and how best to prioritize the efforts by surveying a panel of experts through a Delphi study. The study began with 17 experts in the field of turnaround education. Participants self-attested to at least one of the four categories utilized to select the experts: experienced principal in a turnaround school, supported or consulted school turnaround leaders, researched turnaround extensively, and/or participants who had presented on the topic of school turnaround. Through three iterative rounds of questionnaires, the expert panel determined 11 leadership strategies/methods and 10 priorities for successful school turnaround. Leadership strategies determined as extremely important at a consensus level of at least 70% by the expert panel were frequent teacher observations and timely feedback, leadership clearly defining expectations for all system in the school, implement positive behavior interventions and support (PBIS), principal as instructional leader, building relationships with the staff and students, data driven decision-making, building systems for sustainable change, individuals in the school are committed to a collaborative culture, working as a team, create a new vision with the staff, focus on instructional delivery/instructional framework, and using information from formative and summative assessments to inform practice. The 10 leadership priorities determined by the expert panel as extremely important at a consensus level of at least 70% by the expert panel were assess current systems to identify improvement areas, define expectations for quality and consistency of classroom instruction, developing the leadership team through training, data-driven instructional practices, provide consistent teacher feedback about their practices, consistency of quality instruction through PLC structures, focus on the adult and student learning, collaboration between the leadership team and the teachers, determine 2-3 priorities/focus per year, and using information from formative and summative assessments to inform practice. In this study, the findings are presented with implications for practitioners of turnaround. The results of the study may yield rapid school-wide improvement of systems to improve teaching and learning for student success.

ISBN: 9798538148011Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Turnaround

Successful Turnaround Leadership: A Delphi Study.
LDR:03721nmm a2200385 4500 001 2345435
005 20230119153247.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798538148011
035 $a (MiAaPQ)AAI28801879
035 $a (MiAaPQ)0374vireo606Roman
035 $a AAI28801879
040 $a MiAaPQ $c MiAaPQ
100 1 $a Roman, Letitia Hewlett. $3 3684379
245 1 0 $a Successful Turnaround Leadership: A Delphi Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 146 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Combs, Julie P.
502 $a Thesis (Ed.D.)--Sam Houston State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Leadership strategies for school turnaround and how to prioritize improvement efforts seem to lack a clear pattern for leaders of failing schools. The purpose of this study was to determine successful leadership strategies and methods for school turnaround and how best to prioritize the efforts by surveying a panel of experts through a Delphi study. The study began with 17 experts in the field of turnaround education. Participants self-attested to at least one of the four categories utilized to select the experts: experienced principal in a turnaround school, supported or consulted school turnaround leaders, researched turnaround extensively, and/or participants who had presented on the topic of school turnaround. Through three iterative rounds of questionnaires, the expert panel determined 11 leadership strategies/methods and 10 priorities for successful school turnaround. Leadership strategies determined as extremely important at a consensus level of at least 70% by the expert panel were frequent teacher observations and timely feedback, leadership clearly defining expectations for all system in the school, implement positive behavior interventions and support (PBIS), principal as instructional leader, building relationships with the staff and students, data driven decision-making, building systems for sustainable change, individuals in the school are committed to a collaborative culture, working as a team, create a new vision with the staff, focus on instructional delivery/instructional framework, and using information from formative and summative assessments to inform practice. The 10 leadership priorities determined by the expert panel as extremely important at a consensus level of at least 70% by the expert panel were assess current systems to identify improvement areas, define expectations for quality and consistency of classroom instruction, developing the leadership team through training, data-driven instructional practices, provide consistent teacher feedback about their practices, consistency of quality instruction through PLC structures, focus on the adult and student learning, collaboration between the leadership team and the teachers, determine 2-3 priorities/focus per year, and using information from formative and summative assessments to inform practice. In this study, the findings are presented with implications for practitioners of turnaround. The results of the study may yield rapid school-wide improvement of systems to improve teaching and learning for student success.
590 $a School code: 0374.
650 4 $a Educational administration. $3 2122799
650 4 $a Higher education administration. $3 2122863
653 $a Turnaround
653 $a Turnaround schools
653 $a Turnaround leadership
653 $a School improvement
653 $a Leadership
653 $a Delphi study
690 $a 0514
690 $a 0446
710 2 $a Sam Houston State University. $b Educational Leadership. $3 3280048
773 0 $t Dissertations Abstracts International $g 83-04A.
790 $a 0374
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28801879