Governing Values and Practices for School Success and Decreased Juvenile Justice Involvement: A Comparative Case Study

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dc.contributor.advisorBisel, Ryan
dc.contributor.authorBuck, Steven
dc.contributor.committeeMemberAlavi, Roksana
dc.contributor.committeeMemberDuncan, John
dc.date.accessioned2018-12-13T21:21:03Z
dc.date.available2018-12-13T21:21:03Z
dc.date.issued2018-12-14
dc.date.manuscript2018-12-05
dc.description.abstractThis comparative case study of two elementary schools employs Flexible Leadership Theory (FLT) and cultural leadership theories in order to explore how leadership approaches influence student academic success and the prevention of juvenile justice involvement. The researcher used a comparative case study framework in order to contrast two demographicallysimilar elementary schools, which varied greatly in terms of students’ juvenile justice involvement. The researcher interviewed a minimum of six stakeholders per school and used an interview guide to facilitate participant responses. Results of the study indicate that FLT and cultural leadership are present in the two schools studied. Most notably, FLT and culture development regarding the importance of attendance, individual student relationships, and individual response to at-risk behaviors differentiate the two comparison schools. Results also suggest leadership and cultural practices that prevent juvenile justice involvement when other considerations are present.en_US
dc.identifier.urihttps://hdl.handle.net/11244/316763
dc.languageen_USen_US
dc.subjectLeadership and Culture in Primary (Elementary) Schools and Juvenile Justiceen_US
dc.thesis.degreeMaster of Arts in Administrative Leadershipen_US
dc.titleGoverning Values and Practices for School Success and Decreased Juvenile Justice Involvement: A Comparative Case Studyen_US
ou.groupCollege of Professional and Continuing Studiesen_US
shareok.nativefileaccessrestricteden_US

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