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ERIC Number: ED555183
Record Type: Non-Journal
Publication Date: 2011
Pages: 212
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-0143-8
ISSN: N/A
A Content Analysis of Themes That Emerge from School Principals' Web2.0 Conversations
Manning, Rory
ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
The purpose of this qualitative study was to analyze the self initiated conversations held by school principals on web2.o platforms, such as blogs, through the lens of current leadership standards. The online writings of thirteen school principals were analyzed using grounded theory techniques (Strauss and Corbin, 1998) to elucidate emerging themes and to understand the range of alignment between the themes and established principal leadership standards of the National Board for Professional Teaching Standards (NBPTS). All school principals in this study met certain criteria including being actively employed in a school located within the United States, hosting a blog during the time period of this study and contributing a minimum of one blog post per month from September 2010 through June 2011. In addition to studying the range of alignment between the emerging themes and established leadership standards, this study also set out to examine if the content of the principal blogs could contribute to a scholarship of practice to guide the professional practice of principals. The qualitative data consisting of the blog posts of the 13 school principals from September 2010 through June 2011 were downloaded and analyzed using QSR NVivo9. The analysis was conducted using the three levels of coding in grounded theory technique as described by Strauss and Corbin (1998); open coding, axial coding, and selective coding. The results of the study reveal that extensive alignment exists between the themes that emerge from an analysis of the blog posts using open coding and axial coding techniques. Selective coding revealed that treating the leadership standards as distinct categories is artificial and fails to sufficiently describe the picture of what is taking place in the blog posts. That picture is more succinctly explained in the selective coding process where the categories are woven together through the central category of learning. The findings support the conclusion that principals talk about every aspect of their work through the lens of student and adult learning. Practical implications include designing leadership standards that more closely reflect the experiences of school principals by weaving learning into all learning standards. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A