| LDR | | 02869nam u200517 4500 |
| 001 | | 000000422164 |
| 005 | | 20190215165915 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438268654 |
| 035 | |
▼a (MiAaPQ)AAI10842256 |
| 035 | |
▼a (MiAaPQ)grad.msu:16203 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 379 |
| 100 | 1 |
▼a Marshall, Stefanie LuVenia. |
| 245 | 10 |
▼a Elementary Principal Networks: Sensemaking of Science Education Policy Post- NCLB. |
| 260 | |
▼a [S.l.]:
▼b Michigan State University.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 184 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Muhammad Khalifa. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Michigan State University, 2018. |
| 520 | |
▼a This study investigates the implementation of science instruction in a low SES/high minority district, and the experiences of individuals in an elementary principal network who inform science standards and curriculum implementation. This study s |
| 520 | |
▼a Given the transformative nature of instruction the Next Generation Science Standards (NGSS) advocates, principals' success will depend on their understandings of science instruction, and their ability to support their staff through resources, ti |
| 520 | |
▼a This study employs a mixed-methods multiple-case design (Yin, 2009) to gain an in-depth understanding of the decisions about science made by school principals, as well as to understand the social capital in the networks of elementary principals |
| 520 | |
▼a Overall, this study sheds light on how a principal's science social network impacts how they make sense of science policies and therefore science implementation. It was found that those who have discussions with various people in their network r |
| 520 | |
▼a Recommendations from this study includes promoting community science thinking, the need to create transformative spaces for administrative learning, and that there are benefits to enabling principals as community leaders. When districts begin to |
| 590 | |
▼a School code: 0128. |
| 650 | 4 |
▼a Education policy. |
| 650 | 4 |
▼a Educational leadership. |
| 650 | 4 |
▼a Science education. |
| 650 | 4 |
▼a Elementary education. |
| 650 | 4 |
▼a Educational administration. |
| 690 | |
▼a 0458 |
| 690 | |
▼a 0449 |
| 690 | |
▼a 0714 |
| 690 | |
▼a 0524 |
| 690 | |
▼a 0514 |
| 710 | 20 |
▼a Michigan State University.
▼b Educational Policy. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0128 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14999838
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a ***1012033 |