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Reward school leadership: Building a Good-to-Great cycle of excellence.

机译：奖励学校领导：建立从优秀到卓越的卓越循环。

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摘要

For years, schools across the country have carried the label, and in many cases the reality, of being schools in need of improvement. School improvement plans, deficit analyses, and theories for school organizational improvement have saturated the landscape of school communities. While much of this work has been focused on strategies to correct existing deficiencies, very little is focused on taking schools with strong performance and solid foundations and enabling continuous and sustained growth. Collins (2001) in his book Good to Great examines the enabling factors that have distinguished companies that sustain a much greater rate of corporate success, or profit, than others. Many schools have looked to adapt these strategies for continuous improvement in student learning. A thorough examination of the enabling factors in schools that have shown this type of improvement, and a comparison of those factors with Collins' framework, would inform the discussion of "good to great" school improvement.;This qualitative study examined the factors present and enabling improvement in student learning in a designated Reward School in New Hampshire. Reward schools have been so designated because of sustained significant growth in student learning (US DOE, 2012). In particular, this study examined 1) the characteristics of the leadership present in the school; 2) the ways in which that leadership has supported the continuous improvement; and 3) the alignment of the external measures of improvement with the stated values in student learning held by the school staff and leadership. This qualitative study will utilize a case study research design with data gathered through staff surveys, document analysis, and staff and principal interviews.
机译：多年来，全国各地的学校都带有需要改善的标签，在许多情况下，这是现实。学校改善计划，赤字分析和学校组织改善理论已经饱和了学校社区的面貌。尽管这些工作的大部分都集中在纠正现有缺陷的策略上，但很少集中在选拔具有良好绩效和坚实基础并实现持续持续增长的学校。 Collins（2001）在他的《从优秀到伟大》一书中考察了促成因素，这些促成因素使杰出的公司与其他公司相比，获得了更大的公司成功率或利润率。许多学校都希望适应这些策略，以不断提高学生的学习水平。彻底检查显示出这种改进的学校中的促成因素，并将这些因素与Collins的框架进行比较，将为讨论“从良好到优秀”的学校改进提供参考。在新罕布什尔州的指定奖励学校提高学生的学习水平。奖励学校之所以被指定是因为学生学习量的持续显着增长（美国能源部，2012）。特别是，这项研究检查了1）学校中领导层的特征； 2）领导层支持持续改进的方式； （3）将外部改善措施与学校工作人员和领导层所掌握的学生学习的既定价值观相一致。该定性研究将利用案例研究设计，并通过员工调查，文档分析以及员工和校长访谈收集数据。

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  • 作者

    Zadravec, Stephen.;

  • 作者单位

    Southern New Hampshire University.;

  • 授予单位 Southern New Hampshire University.;
  • 学科 Educational leadership.;Education policy.;Educational administration.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 231 p.
  • 总页数 231
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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