{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/79968"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/79968","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Role of District Leadership in the Implementation of School District Improvement: Perspectives from Teachers and Administrators","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Walh, Daniel"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Stone-Johnson, Corrie","Educational Leadership and Policy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-07-30T15:11:28Z","date_published":"2019-07-30T15:11:28Z","updated_at":"2026-07-27T19:05:21Z","subjects":["educational leadership"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/79968","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Stone-Johnson, Corrie","Educational Leadership and Policy"]},{"key":"dc:creator","label":"Author","values":["Walh, Daniel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-07-30T15:11:28Z","2019","2019-05-15 23:23:01"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/79968"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","AbstractDespite the continued practice of adopting new educational policies to improve outcomes for students in our public school systems, the implementation of school district improvement rests with the central office administrators charged with leading school districts across the country. The magnitude of this work and lack of attention given to implementation is problematic for our school district leaders. The purpose of this qualitative case study was to examine one school district’s implementation of school district improvement through the lens of various district stakeholder perspectives. The study was guided by the research question: How do teachers and administrators narrate their experiences with district leadership of school district improvement implementation within one public school district that sustained improvement? A total of 18 participants, including central office leaders, principals, and teachers, were included in this study. Semi-structured interviews were conducted, transcribed and coded using HyperRESEARCH software. Evidence from document review materials and site observation was used to triangulate data and identify emergent themes. Data analysis of the case study revealed the importance of coherence, strategic methods for change, maintaining an instructional focus, and the role leadership had on implementation. Findings demonstrate the complexity of effective implementation and show that district leaders enhanced implementation through the overarching infusion of coherence and collaboration. Currently, the literature on coherence and collaboration are seen in separate bodies than implementation theory, but they are more interrelated than expected. Keywords: School District Leadership, Implementation, Coherence, Collaboration."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Role of District Leadership in the Implementation of School District Improvement: Perspectives from Teachers and Administrators"]}]}],"canonical_facts":{"dc:contributor":["Stone-Johnson, Corrie","Educational Leadership and Policy"],"dc:creator":["Walh, Daniel"],"dc:date":["2019-07-30T15:11:28Z","2019","2019-05-15 23:23:01"],"dc:description":["Ph.D.","AbstractDespite the continued practice of adopting new educational policies to improve outcomes for students in our public school systems, the implementation of school district improvement rests with the central office administrators charged with leading school districts across the country. The magnitude of this work and lack of attention given to implementation is problematic for our school district leaders. The purpose of this qualitative case study was to examine one school district’s implementation of school district improvement through the lens of various district stakeholder perspectives. The study was guided by the research question: How do teachers and administrators narrate their experiences with district leadership of school district improvement implementation within one public school district that sustained improvement? A total of 18 participants, including central office leaders, principals, and teachers, were included in this study. Semi-structured interviews were conducted, transcribed and coded using HyperRESEARCH software. Evidence from document review materials and site observation was used to triangulate data and identify emergent themes. Data analysis of the case study revealed the importance of coherence, strategic methods for change, maintaining an instructional focus, and the role leadership had on implementation. Findings demonstrate the complexity of effective implementation and show that district leaders enhanced implementation through the overarching infusion of coherence and collaboration. Currently, the literature on coherence and collaboration are seen in separate bodies than implementation theory, but they are more interrelated than expected. Keywords: School District Leadership, Implementation, Coherence, Collaboration."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/79968"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["educational leadership"],"dc:title":["Role of District Leadership in the Implementation of School District Improvement: Perspectives from Teachers and Administrators"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:21Z"}