Beliefs, Practices, school leadership, administration, special education
As academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the "person in charge" 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 leader'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 leader's beliefs and practices as associated with the leader'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.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Doctor of Education (Ed.D.)
College of Education
Child, Family and Community Sciences
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Steinke, Kimberly, "Examining The Beliefs And Practices Of Effective School Leaders As They Relate To Serving Students With Disabilities" (2010). Electronic Theses and Dissertations. 4183.