Title page for ETD etd-11072010-204354

Type of Document Dissertation
Author DiCarlo, Perry
Author's Email Address pdicar1@tigers.lsu.edu
URN etd-11072010-204354
Title Principals' Perceptions of Meeting Vision and Collaboration Standards in Alternative Schools
Degree Doctor of Philosophy (Ph.D.)
Department Educational Theory, Policy, & Practice
Advisory Committee
Advisor Name Title
Bickmore, Dana Committee Co-Chair
Sulentic Dowell, Margaret-Mary Committee Co-Chair
Cheek, Earl Committee Member
Denny, R. Kenton Committee Member
Tiger, Jeffery Dean's Representative
  • ecological theory
  • leadership
  • alternative school structure and discipline
  • Performance Standards and Indicators for Education
Date of Defense 2010-09-29
Availability unrestricted
The present research was designed to address principals’ perceptions of meeting vision and collaboration standards in alternative schools. A multiple case study was used to accomplish the goals of this study. The objective and questions of this research pertains to school leaders’ behavior, knowledge, and performance within the context of a school leadership situation. Ecological theory framed this study as it refers to a student’s life within and outside of the school walls. The six research questions were formed and the basis of this exploration of two alternative school principals and contributes to an eventual portrait of the importance of school within a child’s ecosystem. The leaders had a story to tell and this qualitative research study allows for the principals to divulge this story. Specifically, this qualitative research study was designed to contribute to the knowledge base of how Performance Standards and Indicators for Education Leaders (ISLLC) standard one, mission/vision, and standard four, parent/community relations, were being met by two Louisiana alternative school principals. One of the seven themes that emerged from this research provided a spotlight on the principals’ and school interaction with the child’s ecosystem –school structures/discipline. The school structure/discipline was a consistent result from the data and consisted of student discipline referral system, student movement throughout the day, orientation process, and other administrative driven procedures designed to focus strictly on behavior policies. In this study, discipline permeated school operation. These principals’ fell short with meeting the two ISLLC standards most associated with the child’s ecosystem, and thus struggled with supporting the child’s ecosystem. The findings from this study did not indicate a great connection between the actions of individuals in the school and to the standards. Specifically, ISLLC standard one, mission and vision, were discussed but did not guide the school.
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