This qualitative multi-case study investigated not only the role of assistant superintendents of curriculum and instruction, but the strategies and best practices used by four assistant superintendents of curriculum and instruction and a deputy superintendent of teaching and learning from East Texas in order to improve classroom instruction and support teachers in the high-stakes testing environment. The study sheds light on the role of central office leaders, their views related to the high-stakes testing environment and the impact they have on instruction for teachers and students. The responses given in this qualitative case study were carefully analyzed in order to identify emerging themes. Responses were transcribed through an online transcription service and then uploaded into NVivo 11 for disaggregation and appropriate grouping. The results indicated that a high-stakes testing environment, implementation of new programs or initiatives, and principals were all significant in using best practices for student achievement in a high-stakes testing environment.
","abstract_html":"<p>This qualitative multi-case study investigated not only the role of assistant superintendents of curriculum and instruction, but the strategies and best practices used by four assistant superintendents of curriculum and instruction and a deputy superintendent of teaching and learning from East Texas in order to improve classroom instruction and support teachers in the high-stakes testing environment. The study sheds light on the role of central office leaders, their views related to the high-stakes testing environment and the impact they have on instruction for teachers and students. The responses given in this qualitative case study were carefully analyzed in order to identify emerging themes. Responses were transcribed through an online transcription service and then uploaded into NVivo 11 for disaggregation and appropriate grouping. The results indicated that a high-stakes testing environment, implementation of new programs or initiatives, and principals were all significant in using best practices for student achievement in a high-stakes testing environment.</p>","abstract_has_math":false,"creators":["Madden, Julie"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Pauline Sampson","Dr. Patrick Jenlink","Dr. Stacy Hendricks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-16T08:00:00Z","date_published":"2017-12-16T08:00:00Z","updated_at":"2026-07-24T04:30:15Z","subjects":["Assistant Superintendent of Curriculum and Instruction","Implementing New Programs or Initiatives","High-Stakes Testing Environment","Educational Leadership","Central Office Leadership","Assistant Superintendent of Curriculum and Instruction and Principal Relationships","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Methods","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/130","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Pauline Sampson","Dr. Patrick Jenlink","Dr. Stacy Hendricks"]},{"key":"dc:creator","label":"Author","values":["Madden, Julie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-12-18T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Assistant Superintendent of Curriculum and Instruction","Implementing New Programs or Initiatives","High-Stakes Testing Environment","Educational Leadership","Central Office Leadership","Assistant Superintendent of Curriculum and Instruction and Principal Relationships","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Methods","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/130"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative multi-case study investigated not only the role of assistant superintendents of curriculum and instruction, but the strategies and best practices used by four assistant superintendents of curriculum and instruction and a deputy superintendent of teaching and learning from East Texas in order to improve classroom instruction and support teachers in the high-stakes testing environment. The study sheds light on the role of central office leaders, their views related to the high-stakes testing environment and the impact they have on instruction for teachers and students. The responses given in this qualitative case study were carefully analyzed in order to identify emerging themes. Responses were transcribed through an online transcription service and then uploaded into NVivo 11 for disaggregation and appropriate grouping. The results indicated that a high-stakes testing environment, implementation of new programs or initiatives, and principals were all significant in using best practices for student achievement in a high-stakes testing environment.
"]},{"key":"dc:title","label":"Title","values":["BEST PRACTICES USED BY ASSISTANT SUPERINTENDENTS OF CURRICULUM AND INSTRUCTION: IMPROVING TEACHER INSTRUCTION IN A HIGH ACCOUNTABILITY ENVIRONMENT"]}]}],"canonical_facts":{"dc:contributor":["Dr. Pauline Sampson","Dr. Patrick Jenlink","Dr. Stacy Hendricks"],"dc:creator":["Madden, Julie"],"dc:date.available":["2017-12-18T08:00:00Z"],"dc:description.abstract":["This qualitative multi-case study investigated not only the role of assistant superintendents of curriculum and instruction, but the strategies and best practices used by four assistant superintendents of curriculum and instruction and a deputy superintendent of teaching and learning from East Texas in order to improve classroom instruction and support teachers in the high-stakes testing environment. The study sheds light on the role of central office leaders, their views related to the high-stakes testing environment and the impact they have on instruction for teachers and students. The responses given in this qualitative case study were carefully analyzed in order to identify emerging themes. Responses were transcribed through an online transcription service and then uploaded into NVivo 11 for disaggregation and appropriate grouping. The results indicated that a high-stakes testing environment, implementation of new programs or initiatives, and principals were all significant in using best practices for student achievement in a high-stakes testing environment.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/130"],"dc:subject":["Assistant Superintendent of Curriculum and Instruction","Implementing New Programs or Initiatives","High-Stakes Testing Environment","Educational Leadership","Central Office Leadership","Assistant Superintendent of Curriculum and Instruction and Principal Relationships","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Methods","Elementary and Middle and Secondary Education Administration"],"dc:title":["BEST PRACTICES USED BY ASSISTANT SUPERINTENDENTS OF CURRICULUM AND INSTRUCTION: IMPROVING TEACHER INSTRUCTION IN A HIGH ACCOUNTABILITY ENVIRONMENT"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:15Z"}