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ERIC Number: ED549580
Record Type: Non-Journal
Publication Date: 2012
Pages: 215
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-8576-8
Understanding Effective Program Improvement Schools through a Distributed Leadership Task Context Model
Gipson, Frances Marie
ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University
Federal, state, and local agencies face challenges organizing resources that create the conditions necessary to create, sustain, and replicate effective high performing schools. Knowing that leadership does impact achievement outcomes and that school districts tackle growing numbers of sanctioned Program Improvement schools, a distributed leadership model unpacks the leadership phenomena with tasks, tools, and student achievement results. This study identifies how distributed leadership influences schools. The overarching research question is, "How does distributed leadership (DL) influence Program Improvement (PI) schools?" Specifically, (1) Which PI schools are considered effective schools? (2) How do leadership tasks in these effective PI schools classify in the DL continuum? (3) What are the perceived key leadership tasks of effective PI schools? (4) How does the "distributed task context model" influence achievement in effective PI schools? This study is based on the "distributed leadership task context model," which is a model that the author developed based on the work of Spillane (2001, 2004, 2005), Halverson (2001, 2004, 2005) and Bennett et al. (2003). Specifically, these researchers' findings are superimposed to understand leadership experiences and their relationship to school effectiveness. These constructs surface as relevant and empirically researched distributed leadership models in current education research (Spillane, Halverson & Diamond, 2001). Together, they provide a more comprehensive alignment of the areas related to distributedness and task context. This qualitative research design includes structured interviews, document analysis, and descriptive statistics (based on school data, achievement, and rubrics) with a purposively sampled population of principals (N = 30) at identified PI schools (N = 59). Instruments include the researcher, Halverson's Leadership Rubrics, and Distributed Leadership Continuum Scale. Data analysis occurs through coding of structured interview and school PI plans utilizing the Halverson's Leadership Rubric and the Distributed Leadership Scale. A DL perspective argues that school leadership practice is distributed in the interactions of school leaders, followers, and their situation (Spillane, 2003). Understanding DL is not just about the leader, but moreover leadership practice. An implication of this research provides insight for potential policy development, professional learning for school improvement, and design models for developing leadership practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A