As a result of district, state, and national attention on academic achievement, as measured by state assessment tests and end of course examinations, teacher and school leaders at the school identified for this Change Leadership Project (CLP) have worked diligently to raise student rigor and achievement. However, they have used largely instructional practices that rely heavily on the work of educators rather than emphasizing the engagement of students. This CLP provides the basis for a paradigm shift in instructional practice that promotes a full understanding of the value of authentic learning, project based learning, exhibitions of mastery, and capstone projects to change students’ lives, increase academic achievement, and prepare students for success in the next phase of their educational career.
","abstract_html":"<p>As a result of district, state, and national attention on academic achievement, as measured by state assessment tests and end of course examinations, teacher and school leaders at the school identified for this Change Leadership Project (CLP) have worked diligently to raise student rigor and achievement. However, they have used largely instructional practices that rely heavily on the work of educators rather than emphasizing the engagement of students. This CLP provides the basis for a paradigm shift in instructional practice that promotes a full understanding of the value of authentic learning, project based learning, exhibitions of mastery, and capstone projects to change students’ lives, increase academic achievement, and prepare students for success in the next phase of their educational career.</p>","abstract_has_math":false,"creators":["Sparks, Carla L, Dr."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["authentic learning","project based learning","exhibitions of mastery","capstone projects","adaptive change","change leadership","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Educational Technology","Elementary Education","Gifted Education","Secondary Education","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/487","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Sparks, Carla L, Dr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-22T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["authentic learning","project based learning","exhibitions of mastery","capstone projects","adaptive change","change leadership","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Educational Technology","Elementary Education","Gifted Education","Secondary Education","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/487"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As a result of district, state, and national attention on academic achievement, as measured by state assessment tests and end of course examinations, teacher and school leaders at the school identified for this Change Leadership Project (CLP) have worked diligently to raise student rigor and achievement. However, they have used largely instructional practices that rely heavily on the work of educators rather than emphasizing the engagement of students. This CLP provides the basis for a paradigm shift in instructional practice that promotes a full understanding of the value of authentic learning, project based learning, exhibitions of mastery, and capstone projects to change students’ lives, increase academic achievement, and prepare students for success in the next phase of their educational career.
"]},{"key":"dc:title","label":"Title","values":["Adaptive Change For An All Boys College Preparatory Public Middle School: A Change Leadership Project"]}]}],"canonical_facts":{"dc:contributor":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D."],"dc:creator":["Sparks, Carla L, Dr."],"dc:date.available":["2020-07-22T07:00:00Z"],"dc:description.abstract":["As a result of district, state, and national attention on academic achievement, as measured by state assessment tests and end of course examinations, teacher and school leaders at the school identified for this Change Leadership Project (CLP) have worked diligently to raise student rigor and achievement. However, they have used largely instructional practices that rely heavily on the work of educators rather than emphasizing the engagement of students. This CLP provides the basis for a paradigm shift in instructional practice that promotes a full understanding of the value of authentic learning, project based learning, exhibitions of mastery, and capstone projects to change students’ lives, increase academic achievement, and prepare students for success in the next phase of their educational career.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/487"],"dc:subject":["authentic learning","project based learning","exhibitions of mastery","capstone projects","adaptive change","change leadership","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Educational Technology","Elementary Education","Gifted Education","Secondary Education","Social and Philosophical Foundations of Education"],"dc:title":["Adaptive Change For An All Boys College Preparatory Public Middle School: A Change Leadership Project"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}