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EXAMINING THE BELIEFS AND PRACTICES OF EFFECTIVE SCHOOL LEADERS AS THEY RELATE TO SERVING STUDENTS WITH DISABILITIES

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Date Issued:
2010
Abstract/Description:
As academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the ÂÂÂÂ"person in chargeÂÂÂÂ" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life. Educational leaders today face a significant amount of pressure to improve the quality of education at all levels and across all disciplines. While school leaders face the pressures of No Child Left Behind in terms of increased student performance, they must also be concerned about serving students with disabilities appropriately. The purpose of this study was to examine the beliefs and practices that effective school leaders in a large urban school district revealed in the specific area of serving students with disabilities. An examination of the school leaderÂÂÂÂ's beliefs and knowledge in relation to the leadership practices put in place at their schools when serving students with disabilities was completed. Identification of a relationship between the leaderÂÂÂÂ's beliefs and practices as associated with the leaderÂÂÂÂ's prior education and leadership experience was possible. Finally, through a grounded theory perspective, the researcher discovered specific practices put in place by these effective school leaders that can be generalized to other school settings under fellow school leaders.
Title: EXAMINING THE BELIEFS AND PRACTICES OF EFFECTIVE SCHOOL LEADERS AS THEY RELATE TO SERVING STUDENTS WITH DISABILITIES.
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Name(s): Steinke, Kimberly, Author
Martin, Suzanne, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: As academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the ÂÂÂÂ"person in chargeÂÂÂÂ" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life. Educational leaders today face a significant amount of pressure to improve the quality of education at all levels and across all disciplines. While school leaders face the pressures of No Child Left Behind in terms of increased student performance, they must also be concerned about serving students with disabilities appropriately. The purpose of this study was to examine the beliefs and practices that effective school leaders in a large urban school district revealed in the specific area of serving students with disabilities. An examination of the school leaderÂÂÂÂ's beliefs and knowledge in relation to the leadership practices put in place at their schools when serving students with disabilities was completed. Identification of a relationship between the leaderÂÂÂÂ's beliefs and practices as associated with the leaderÂÂÂÂ's prior education and leadership experience was possible. Finally, through a grounded theory perspective, the researcher discovered specific practices put in place by these effective school leaders that can be generalized to other school settings under fellow school leaders.
Identifier: CFE0003038 (IID), ucf:48340 (fedora)
Note(s): 2010-05-01
Ed.D.
Education, Department of Child Family and Community Sciences
Doctorate
This record was generated from author submitted information.
Subject(s): Beliefs
Practices
school leadership
administration
special education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003038
Restrictions on Access: public
Host Institution: UCF

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