Date of Award

1-1-2018

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

P. Bruce Uhrmacher, Ph.D.

Second Advisor

Paul Michalec

Third Advisor

Nicholas Cutforth

Fourth Advisor

Bin Ramke

Keywords

Charter schools, Co-connoisseurship, Educational criticism, High performing, No excuses, School leadership

Abstract

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.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Brittany M. Miller

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

304 p.

Discipline

Educational leadership, Educational evaluation, Social research

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