Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia

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dc.contributor.authorBoone, Benjamin Danielen
dc.contributor.committeechairEarthman, Glen I.en
dc.contributor.committeememberRomano, Lewis Dominicken
dc.contributor.committeememberGratto, John Roberten
dc.contributor.committeememberAlexander, Michael D.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2018-11-24T07:00:49Zen
dc.date.available2018-11-24T07:00:49Zen
dc.date.issued2017-06-01en
dc.description.abstractThe purpose of the study was to identify instructional leadership practices elementary principals in Blue Ribbon awarded public elementary schools in Virginia implemented to influence the instructional program. A mixed methods research design was used to collect and analyze data. Principals at eleven of the sixteen public elementary schools in Virginia who received the Blue Ribbon Award between the years 2013-2015 were interviewed. An interview protocol consisting of eleven questions was used to collect qualitative and quantitative data. From the data collected during the interview process, a list of fifty instructional leadership activities was developed by the researcher. The list of fifty activities principals performed were grouped into the following categories; teacher observation practices, providing feedback to teachers, collaborating with teachers to analyze data, implementing professional development, and promoting a positive learning environment.en
dc.description.abstractgeneralThe purpose of the study was to identify instructional leadership practices elementary principals in Blue Ribbon awarded public elementary schools in Virginia implemented to influence the instructional program. Principals at eleven of the sixteen public elementary schools in Virginia who received the Blue Ribbon Award between the years 2013-2015 were interviewed. From the interviews conducted, the researcher has provided a template of fifty instructional leadership activities that principals can implement that may have an impact on student performance. The list is categorized into the following sections; teacher observation practices, providing feedback to teachers, collaborating with teachers to analyze data, implementing professional development, and promoting a positive learning environment.en
dc.description.degreeEd. D.en
dc.format.mediumETDen
dc.identifier.othervt_gsexam:11170en
dc.identifier.urihttp://hdl.handle.net/10919/86144en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectBlue Ribbon Awarded Schoolsen
dc.subjectResearch Baseden
dc.subjectInstructional Practicesen
dc.subjectInstructional Strategiesen
dc.subjectInstructional Leadersen
dc.subjectTitle I Schoolsen
dc.titleInstructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginiaen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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