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Showing 1 to 5 of 5 for “"Sergiovanni"”.
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Journey to the Neighborhood: An Analysis of Fred Rogers and His Lessons for Educational Leaders
… to the Heart of School Improvement by Thomas Sergiovanni (1992).</p><p>The central research questions are: (1) What were the critical incidents in Fred Rogers’ life that impacted his work in children's television and child development? (2) Through the lens of Sergiovanni’s fives …
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Superintendent Leadership and Student Achievement in Suburban High Schools: A Sequential Explanatory Mixed Methods Analysis
… of authority for leadership as defined by Sergiovanni: (1) Bureaucratic Authority, (2) Psychological Authority, (3) Technical-Rational Authority, (4) Professional Authority, (5) Moral Authority?</p><p>This study utilized a sequential explanatory mixed methodology. Participants included six …
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How Do Family Structure, School Learning Climate and Parental Engagement Mediate the Impact of School Size On Academic Achievement? Evidence From Educational Longitudinal Study (ELS) 2002 Data
… economic effects and program comprehensiveness (Sergiovanni, 1995; Cotton, 1996; Lee & Smith, 1997; Bowen, Bowen, & Richman, 2000).</p> <p>The data used in this study were longitudinal, nationally representative data, the Educational Longitudinal Study (ELS) 2002, from National Center for …
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Examining the Words and Actions Superintendents Used to Lead an Educational System Through a Culture Shift Following the Occurrence of a Scandalous Critical Incident
… steps for change, and the second lens was Thomas Sergiovanni's five sources of authority. The study generated five themes of specific actions taken by the superintendents, determined that four of Kotter's eight steps for change were accomplished, and went on to successfully categorize each action …
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The Effects of a Transition Program on the Academic Achievement of Ninth Grade Students in a California Suburban High School
… framework of this study is anchored in Sergiovanni’s "school as community" or "gemeinschaft" perspective. As opposed to viewing schools strictly as bureaucracies and rigid organizations characterized by hierarchy and tight mechanisms of control, he advised educators to look at schools as …