Date of Award
Morgridge College of Education, Educational Leadership and Policy Studies
P. Bruce Uhrmacher, Ph.D.
Charter schools, Co-connoisseurship, Educational criticism, High performing, No excuses, School leadership
This qualitative research study examines the experiences and identities of school leaders who currently lead or have lead in high performing charter schools. Using educational criticism and connoisseurship, the author focuses on the impact of leaders' experiences and identities, which shape leader intention, school culture, and school development and growth to inform current practice. The author also explores how co-connoisseurship may enhance one's understanding of the nuances of the subject, adding to the literature on the methodology employed.
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Brittany M. Miller
Received from ProQuest
Miller, Brittany M., "High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities" (2018). Electronic Theses and Dissertations. 1441.
Educational leadership, Educational evaluation, Social research