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PHENOMENOLOGICAL STUDY OF URBAN ELEMENTARY PRINCIPALS: READING-PROFICIENT STUDENTS WITH LEARNING DISABILITIES
| Title: | PHENOMENOLOGICAL STUDY OF URBAN ELEMENTARY PRINCIPALS: READING-PROFICIENT STUDENTS WITH LEARNING DISABILITIES. |
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| Name(s): |
Theis, Elizabeth, Author Martin, Suzanne, Committee Chair Little, Mary, Committee Member Lue, Martha, Committee Member Vazquez, Maria, Committee Member University of Central Florida, Degree Grantor |
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| Type of Resource: | text | |
| Date Issued: | 2015 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | Changes in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated with effective school leadership, related to this specificpopulation, students with SLD. Informal, non evaluative observations were conducted inconjunction with analysis of leadership summaries that were submitted by teachers who werenominated by the participants, to determine theme congruence.These results indicated that the lived experiences of elementary school principals are acomplex blend of characteristics and practices. Seven specific themes were identified in thequalitative interviews: 1) Embedded personal and/or professional experiences; 2) Adaptability;3) Relationship orientation and commitment to collaboration; 4) Focused responsibility andaccountability; 5) Hiring and supporting teachers while maintaining a culture of highexpectations; 6) Resource allocation; 7) Reflection that informs decision making. This researchprovided preliminary evidence to demonstrate the lived experiences of elementary schoolprincipals, with a particular focus on students with SLD, and can be used to inform and adaptcurrent practices to address anticipated challenges in the future. | |
| Identifier: | CFE0006013 (IID), ucf:50998 (fedora) | |
| Note(s): |
2015-12-01 Ed.D. Education and Human Performance, Dean's Office EDUC Doctoral This record was generated from author submitted information. |
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| Subject(s): | Phenomenology -- urban -- principal -- reading -- SLD | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0006013 | |
| Restrictions on Access: | public 2015-12-15 | |
| Host Institution: | UCF |
