Content: Global student dissertations and literature reviews.
Purpose: Use for foundational research, to locate test instruments and data, and more.
Special Features: Search by advisor (chair), degree, degree level, or department. Includes a read-aloud feature
The ProQuest Dissertations & Theses database (PQDT) is the world's most comprehensive collection of dissertations and theses. It is the database of record for graduate research, with over 2.3 million dissertations and theses included from around the world.
The purpose of this study was to comparatively examine relationships among principal instructional leadership, teacher empowerment, teacher creative practices and student creative problem solving in public and private schools. Author: Keri D. Mina, University of Arkansas at Little Rock.
This phenomenological study was designed to understand, through the lived experiences of sitting public high school principals, how school leaders describe the balancing of instructional leadership practices with their other responsibilities in this era of high-stakes accountability. Author: Brian K. Reagan, Northeastern University.
The purpose of this exploratory, descriptive study was to investigate if Nigerian secondary school principals’ self-report leadership styles were more or less transformational and to see how many principals’ schools had a total Student Achievement Score in English (SAE) passing score of 50% or higher, on the west African school certificate examination (WASCE). Author: Ngozi A. Achike, Northcentral University.
The purpose of this qualitative, holistic case study was to explore how Kouzes and Posner's (K & P) five practices of exemplary leadership influence the instructional leadership practices of principals in the greater New Orleans area. Author: Marques Orenthal Armant, Northcentral University.
The purpose of this qualitative case study was to explore the perceptions of high school principals in one New York State school district regarding the impact of time spent on NCLB accountability measures on their leadership practices. Author: Patricia A. Knight, Northcentral University.
The purpose of the current study was to explore two new elementary principals’ views of instructional leadership (including possible tensions between evaluation and supervision) as well as views of their roles to facilitate organizational improvement in low-performing schools. Author: Elizabeth Downing Barnitz, University of California, Santa Barbara.
The purpose of this phenomenological investigation is to identify and describe professional development components that elementary school principals in the Santa Clarita Valley perceive as having the greatest impact on their instructional leadership related to building teachers' capacity for improving classroom instruction. Author: Isa Monica DeArmas, Brandman University.
To have an increased understanding of the role of a structured instructional leadership training program in adding value to the knowledge of principals as instructional leaders, a qualitative descriptive case study research was conducted. Author: Maria Tricia C. Montinola, Northcentral University.
The purpose of this qualitative study was to explore how educational leadership preparation programs influence 22 assistant principals’ position readiness. Author: Krista Louise Anderson, Grand Canyon University.
The goal of this research was to determine whether or not principals, or the perceptions of the principals, influenced their strategies of effectively balancing external mandates and also the instructional leadership. Author: Erica Lee Glenn, San Diego State University.