Date of Award
Educational Administration and Policy Studies
Dr. Kent Seidel
21st century leadership, anti-racist leadership, leadership, transformational leadership
The national crisis of the academic achievement gap is one of the most impactful phenomena for the nations' public schools. This study used a phenomenological qualitative research design to capture the essence and perceptions of building principals' experiences related to principles of anti-racist leadership training. The researcher interviewed ten principals who had provided numerous questions in an interview format, to gain insight into the attitudes, beliefs, and leadership practices as they relate to the eradication of the achievement gap at their respective sites. The researcher conducted ten, in-depth, interviews with specific questions related to the achievement gap. All of the principals' are employed in the Meadow Grove School District boundary area in an affluent residential suburb outside of southeast Denver, Colorado. Each Principal received an initial ninety-minute interview and a follow-up phone call. The ten identified principals' were from varied racial and cultural backgrounds.
KENNEDY, JOHN GREGORY, "A Phenomenological Study Of How Anti-Racist Leadership Training Principles Impact The Actions Of Middle School Principals" (2010). Electronic Theses and Dissertations. 845.
Recieved from ProQuest
JOHN GREGORY KENNEDY
Educational leadership, Educational administration, Education policy