Date of Award
Morgridge College of Education, Educational Leadership and Policy Studies
Kent Seidel, Ph.D.
Roger E. Salters
Change process, Improving student achievement, School improvement
Developing effective methods for improving America's schools is dependent upon coordinated work of practitioners and researchers. School improvement proves a complicated, confusing and most often troubled process; one characterized by the unprecedented challenges of dramatic societal shift, increasing levels of student need, and ongoing involvement from political and governmental influences. The drive to discover better ways to consistently improve schools is fueled by urgency for dramatic results.
This research examines both the macro and the micro levels of the school improvement process and illuminates the need for an intentional new way of thinking and leading. At the macro level, the study examined the need for implementing a systems approach to improve America's schools. The study explored a single school's improvement journey. This work aligned individual and group perceptions of staff members alongside student achievement outcome data framed against the findings in the literature.
The study rendered themes from within the reflected experiences of participant educators; the work pointed to the need for an improved social technology, the importance of teams, and shared leadership in the orchestrating of successful school improvement processes, particularly the essential roles of collective listening, learning, and leading to realize transformed outcomes for schools.
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Jeanice Kerr Swift
Received from ProQuest
Swift, Jeanice Kerr, "Realizing Sustained School Improvement" (2011). Electronic Theses and Dissertations. 938.
Educational Leadership, Education