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• W16145265 abstract "This qualitative interview study used data from in-depth semi-structured interviews, field notes, documents. and participant demographic information sheets to understand novice urban elementary school principals' experiences with socialization into the 21 51 century principalship. The primary research question guiding this study asked what resources novice urban elementary school principals drew upon to navigate the first three years of the principalship. A research subquestion asked what influenced the participants' socialization into the principalship. Findings indicated that principals actively pursued ongoing learning and drew upon an array of resources comprised of inside mentors, outside coaches, and personal mechanisms. Their use of resources, and the challenges and expectations of the 21 51 century principalship influenced principals' experiences with learning a new role in a new organizational setting. Findings from this study may provide school district and university leaders, practitioners, and policy makers with insight for improving principal induction practices. Degree Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Jeannine Dingus-Eason Second Supervisor Gloria Jacobs Subject Categories Education This dissertation is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/education_etd/98 St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 5-1-2010 Novice Urban Elementary School Principals' Socialization into the 21st Century Michelle Walczak-Corsi St. John Fisher College Follow this and additional works at: http://fisherpub.sjfc.edu/education_etd Part of the Education Commons This Dissertation is brought to you for free and open access by the Ralph C. Wilson, Jr. School of Education at Fisher Digital Publications. It has been accepted for inclusion in Education Doctoral by an authorized administrator of Fisher Digital Publications. Recommended Citation Walczak-Corsi, Michelle, Exploring Novice Urban Elementary School Principals' Socialization into the 21st Century Principalship (2010). Education Doctoral. Paper 98. Novice Urban Elementary School Principals' Socialization into the 21st Century Abstract This qualitative interview study used data from in-depth semi-structured interviews, field notes, documents. and participant demographic information sheets to understand novice urban elementary school principals' experiences with socialization into the 21 51 century principalship. The primary research question guiding this study asked what resources novice urban elementary school principals drew upon to navigate the first three years of the principalship. A research subquestion asked what influenced the participants' socialization into the principalship. Findings indicated that principals actively pursued ongoing learning and drew upon an array of resources comprised of inside mentors, outside coaches, and personal mechanisms. Their use of resources, and the challenges and expectations of the 21 51 century principalship influenced principals' experiences with learning a new role in a new organizational setting. Findings from this study may provide school district and university leaders, practitioners, and policy makers with insight for improving principal induction practices.This qualitative interview study used data from in-depth semi-structured interviews, field notes, documents. and participant demographic information sheets to understand novice urban elementary school principals' experiences with socialization into the 21 51 century principalship. The primary research question guiding this study asked what resources novice urban elementary school principals drew upon to navigate the first three years of the principalship. A research subquestion asked what influenced the participants' socialization into the principalship. Findings indicated that principals actively pursued ongoing learning and drew upon an array of resources comprised of inside mentors, outside coaches, and personal mechanisms. Their use of resources, and the challenges and expectations of the 21 51 century principalship influenced principals' experiences with learning a new role in a new organizational setting. Findings from this study may provide school district and university leaders, practitioners, and policy makers with insight for improving principal induction practices. Degree Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Jeannine Dingus-Eason Second Supervisor Gloria Jacobs Subject Categories Education This dissertation is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/education_etd/98 Novice Urban Elementary School Principals' Socialization into the 21st Century By Michelle Walczak-Corsi Submitted in partial fulfillment of the requirements for the degree Ed.D. in Executive Leadership Supervised by Dr. Jeannine Dingus-Eason, Chairperson and Dr. Gloria Jacobs, Committee Member Ralph C. Wilson, Jr. School of Education St. John Fisher College" @default.
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• W16145265 date "2010-01-01" @default.
• W16145265 modified "2023-09-26" @default.
• W16145265 title "Exploring Novice Urban Elementary School Principals' Socialization into the 21st Century Principalship" @default.
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