MARC

 008260126s2025        us                              c    eng  d
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■020    ▼a9798293844289
■035    ▼a(MiAaPQ)AAI32002140
■040    ▼aMiAaPQ▼cMiAaPQ
■0820  ▼a371
■1001  ▼aHoard,  Tommy  Sharell.
■24510▼aThe  Transcendent  Space  Between  the  Instructional  Leadership  Coach  and  School  Leaders:  An  Embedded  Multiple-Case  Study
■260    ▼a[Sl]▼bUniversity  of  Pennsylvania▼c2025
■260  1▼aAnn  Arbor▼bProQuest  Dissertations  &  Theses▼c2025
■300    ▼a235  p
■500    ▼aSource:  Dissertations  Abstracts  International,  Volume:  87-03,  Section:  A.
■500    ▼aAdvisor:  Rho,  Kathy.
■5021  ▼aThesis  (Ph.D.)--University  of  Pennsylvania,  2025.
■520    ▼aThis  embedded  multiple-case  study  examines  the  relationship  between  instructional  leadership  coaching  and  school  leaders,  describing  how  coaches  foster  equity-centered  coaching,  culturally  responsive  practices,  and  data-informed  decision-making  to  strengthen  instructional  leadership  and  improve  student  outcomes.  Situated  within  a  national  organization  dedicated  to  advancing  equity-centered  instructional  leadership,  this  qualitative  study  investigates  the  experiences  of  17  instructional  leadership  coaches  who  support  school  leaders  across  urban  and  rural  public  schools  in  the  United  States.  Fullan's  (2006)  seven  premises  of  change  theory  serve  as  a  theoretical  lens  for  understanding  how  coaches  facilitate  leadership  transformation  by  navigating  complexity,  fostering  collaboration,  and  sustaining  meaningful  change  in  diverse  school  settings.  Using  interviews  and  document  analysis,  this  research  investigates  how  equity-centered,  culturally  responsive,  and  strategic  coaching  influences  school  leaders'  capacity  to  drive  instructional  change  and  foster  stronger  school  environments.  The  findings  reveal  that  effective  coaching  is  rooted  in  cultivating  trust  and  meaningful  relationships,  reinforcing  leaders'  sense  of  motivation  and  purpose,  encouraging  reflective  decision-making,  providing  contextualized  learning  experiences,  and  fostering  transformative  spaces  for  growth.  From  this  analysis,  the  concept  of  "transcendent  space"  emerges  as  a  critical  component  of  the  coaching  process,  developing  through  the  dynamic  exchange  between  the  coach  and  leader.  This  space  facilitates  mutual  learning,  adaptive  reflection,  and  innovation,  positioning  coaching  as  a  co-constructive  process  rather  than  a  one-directional  transfer  of  knowledge.  The  implications  of  this  research  extend  to  how  leadership  coaching  can  be  leveraged  to  create  sustainable  school  improvement  models  and  build  capacity  for  equity-centered  leadership.
■590    ▼aSchool  code:  0175.
■650  4▼aEducational  leadership
■650  4▼aEducation
■650  4▼aEducational  administration
■650  4▼aEducational  sociology
■653    ▼aCulturally  responsive  school  leadership
■653    ▼aData-informed  decision-making
■653    ▼aEquity-centered  coaching
■653    ▼aInstructional  leadership  coaching
■653    ▼aStrategic  leadership
■690    ▼a0449
■690    ▼a0515
■690    ▼a0514
■690    ▼a0340
■71020▼aUniversity  of  Pennsylvania▼bEducational  and  Organizational  Leadership.
■7730  ▼tDissertations  Abstracts  International▼g87-03A.
■790    ▼a0175
■791    ▼aPh.D.
■792    ▼a2025
■793    ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357381▼nKERIS▼z이  자료의  원문은  한국교육학술정보원에서  제공합니다.

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