ERIC Number: ED648364
Record Type: Non-Journal
Publication Date: 2022
Pages: 125
Abstractor: As Provided
ISBN: 979-8-8454-4040-2
ISSN: N/A
EISSN: N/A
Implementation Science in Public Schools: Principal's Perceptions of Inclusive Communities
Erik Olson
ProQuest LLC, Ed.D. Dissertation, Edgewood College
In this exploratory mixed-methods case study, I examined 24 participating principals' perceptions of using implementation science to deploy Inclusive Learning Communities (ILC) in 33 Wisconsin schools participating in a Research-to-Practice Inclusive Communities (RPIC) project. I found evidence that ILC were supported by a majority of participants. I made four meta inferences that participating principals valued the following: (1) District leadership; (2) Professional development; (3) Distributed leadership; and (4) Communication. Based on the results of this study, I recommend that district leaders use implementation science and consider the following three leadership attributes: (1) Implementation planning; (2) District implementation-team meetings; and (3) Training to support members to lead deployment at the building level. I propose further research on principals' and teachers' perceptions of using implementation science and its effects on students' academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Principals, Administrator Attitudes, Inclusion, Communities of Practice, Central Office Administrators, Role, Professional Development, Participative Decision Making, Interpersonal Communication, Planning, Teamwork, Training, Evidence Based Practice
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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