The Impact of Principal Leadership and Teacher Formative Assessment Practices on Student Intellectual Engagement

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atmire.migration.oldid4089
dc.contributor.advisorFriesen, Sharon
dc.contributor.authorRice, James
dc.contributor.committeememberSpencer, Brenda
dc.contributor.committeememberKoh, Kim
dc.date.accessioned2016-01-27T19:54:10Z
dc.date.available2016-01-27T19:54:10Z
dc.date.issued2016-01-27
dc.date.submitted2016en
dc.description.abstractThe purpose of this design-based research study was to explore with a few principals the impact that focused student-centered principal leadership would have on working with teachers that would employ particular formative assessment practices that could more deeply engage students intellectually in their school work. The rationale for this study originated from my desire to see more students intellectually engaged in their school work than presently. It was my assumption that student intellectual engagement could be strategically improved by leveraging the combined impact of principal leadership and teacher formative assessment practices. The purposeful sample included four principals from schools with varying grade configurations from the same district. The primary data collection was from two in-depth interviews of the principals. Secondary data sources were from teacher and student self-report surveys. The interview data were transcribed, shared with principal participants to determine accuracy, coded, organized by themes and questions, compared again to the original transcript, and then linked to the conceptual framework to arrive at the findings. The study has shown that student-centered principal leadership is at the heart of building principal capacity. Principal leadership was found to have positive effects on teacher formative assessment practices. Student intellectual engagement measures revealed a negative relationship in intellectual engagement perhaps due to the timing of the student data collection, or student push-back resulting from changes in teacher classroom practice, or established teacher competency. Recommendations are offered for principal leadership development, teacher formative assessment practices, and student intellectual engagement.en_US
dc.identifier.citationRice, J. (2016). The Impact of Principal Leadership and Teacher Formative Assessment Practices on Student Intellectual Engagement (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28187en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28187
dc.identifier.urihttp://hdl.handle.net/11023/2784
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Administration
dc.subjectEducation--Elementary
dc.subjectEducation--Secondary
dc.subjectEducation--Teacher Training
dc.subject.classificationdesign-baseden_US
dc.subject.classificationResearchen_US
dc.subject.classificationstudent-centereden_US
dc.subject.classificationPrincipalen_US
dc.subject.classificationLeadershipen_US
dc.subject.classificationteacheren_US
dc.subject.classificationformativeen_US
dc.subject.classificationAssessmenten_US
dc.subject.classificationstudenten_US
dc.subject.classificationintellectualen_US
dc.subject.classificationengagementen_US
dc.titleThe Impact of Principal Leadership and Teacher Formative Assessment Practices on Student Intellectual Engagement
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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