Browsing by Author "Lucero, Rodrick, advisor"
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Item Open Access Implications of online social network sites on the personal and professional learning of educational leaders(Colorado State University. Libraries, 2012) Elias, Scott, author; Lucero, Rodrick, advisor; Coke, Pamela, committee member; Cooner, Donna, committee member; Gloeckner, Gene, committee memberThe purpose of this study is to explore the ways in which five educational leaders make use of online social network sites (SNSs) for their personal and professional learning. Specifically, I focus on how participants use social networking tools to create and maintain online learning communities, how they interact within these communities, and how they believe their use of SNSs for this purpose has benefitted their professional practice. From a post-positivist stance, the data are analyzed in light of the research on social and informal learning theory, leadership development, and the sociological paradigm of communities of practice. Using data gathered from participants' online behavior as well as through in-depth interviews, I identify common themes across participants' narratives and examine how their online behavior mirrors what the research describes as the key components of leadership development. The analysis suggests that participants interact via SNSs in ways that approximate face-to-face communities of practice. Further, the social and informal nature of participation in online communities supports learning that is relevant, timely, and contextualized - critical aspects that the research indicates are necessary for professional growth. Implications of the study findings for are explored for educational leaders and those charged with their professional development. Through this research, it is my hope that educational leaders' use of online social networks sites and their perceived benefits can be better understood. Evidence that supports that educational leaders experience real and perceived benefits as a result of participation in SNSs suggests that they may have at their disposal a tool for continuous learning and growth that is as close as their nearest computer or internet-connected device.Item Open Access "School reform is like cleaning out your garage": a case study of one school district's influence on student achievement(Colorado State University. Libraries, 2009) Gifford, Brenda K., author; Cooner, Donna, advisor; Lucero, Rodrick, advisorThe purpose of this qualitative constructivist case study is to explore one school district's organizational constructs, policies, and structures that influence student achievement especially for marginalized students. The focus is on the school district as the unit of analysis. Michael Fullan's (2004) conceptual framework of ten integrated components to realize large-scale systemic improvement in school districts provided a scaffold for the literature review and data analysis. Topical questions included: (1) How do the district's organizational constructs, policies, and structures provide support to schools? (2) How do the theories about school improvement held by the school district leadership team impact the support to schools? 'What is tight' and 'what is loose'? (3) How do the explicit theories of action of the district leadership team materialize into organizational constructs, policies, and structures that impact teaching and learning at the school and classroom level? A small urban school district in Colorado was the focus of this case study. Four themes resulted from direct observations, document reviews, and responsive interviews with district administrators, principals, and teachers. (1) There is a resounding coherence of a collective moral purpose and compelling conceptualization regarding the theory of action and 'what is tight' and 'what is loose' (DuFour, 2007). (2) The alignment and interconnectedness of the organizational constructs and structures with the compelling conceptualization provides a framework of support to schools. (3) Building capacity is a core function throughout the district. (4) There is an emerging understanding of the 'defined autonomy' between the district expectations and each school's unique flexibility. The thread that is woven throughout this dissertation is the interconnectivity between district structures and schools; between hopes and dreams and constructs; and between each one of us, our experiences and the children for whom we advocate. The four themes are a springboard for a call to action to public school advocates to be courageous, to be reflective, be nimble and responsive, create coherence and interconnectedness across school district systems, define autonomy, and be inclusive in all processes.Item Open Access The journey begins: a narrative inquiry into the mentorship and support of novice principals(Colorado State University. Libraries, 2013) Waido, Anna Colleen, author; Lucero, Rodrick, advisor; Cooner, Donna, committee member; McKelfresh, David, committee member; von Fischer, Joe, committee memberThe purpose of this narrative inquiry was to understand the novice principals' experiences in the principalship and the support they received from their district to make recommendations for principal mentorship programs. The study reported on qualitative interview methods with three novice principals and two mentors to determine essential elements for mentorship programs and leadership development. The retelling of the stories validated the personal experiences the researcher had as a novice principal. The collective responses from the leaders provided new possibilities for the mentorship and support of novice principals. The study investigated the relationships between the mentor/mentee, the structures of different mentorship programs, and the components that were delivered for training new principals. The key findings from the analysis constructed what novice principals and mentors determined were effective methods to better support school leaders. The following themes emerged to support novice principals: 1. Mentor with meaning and purpose 2. Prepare novice principals for the realities of the position 3. Leadership skills and professional growth 4. Students are the priority The mutual benefits and support for the mentors and novice principals were used to design a Principal Mentorship Program. The program proposal is meant to have an effective leader in every school, create professional development and learning for principals, and align expectations for administrators across the district. The Principal Mentorship Program is designed for school districts to provide a systematic approach and structure to support new principals and mentors.Item Open Access Women in the high school principalship(Colorado State University. Libraries, 2007) Cook, Dierdre R., author; Cooner, Donna, advisor; Lucero, Rodrick, advisorWomen are underrepresented in the ranks of the high school principalship. Long hours and lack of support may make the job unappealing for candidates. As America "grays" there is a predicted shortage of principals to lead our schools. The study examines, through the words of three women, how they think and speak of their journey to a principalship. Their experience can guide aspiring administrators. This study is an interpretative phenomenological analysis. Five themes emerged: perceptions, leadership traits, support systems, career paths and lesson to share. The participants (self) tape-recorded their responses to a series of reflective questions that describe their experiences as high school principals. The tapes were transcribed verbatim and analyzed. The data was collected in three phases; spanning a total of eight-weeks. Each phase required a two-week window for the participant to think about the questions and respond. The participants reflect on barriers to obtaining a principalship, career paths, and counsel that they have for aspiring secondary women principals. The literature review examines the issue of continued under representation of women in the high school principalship, leadership styles and traits, and ways to meet the increasing demand for public school leadership in the 21st century. The study was also reflective of the limited number of available participants in the regional area examined. The participants mirror the literature by underscoring the following areas: leadership training, understanding the work of the principalship, networking and mentoring as tools to assist women in being successful in the high school principalship. This study draws from aspects of an ambitious, complex, and broad-based need to understand the female experience in relationship to the high school principalship. The perspectives provide a context for success as practitioners.