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Testing a Model of Program Curriculum Leadership
dc.contributor.authorStark, Joan S.en_US
dc.date.accessioned2006-09-08T21:38:28Z
dc.date.available2006-09-08T21:38:28Z
dc.date.issued2002-02en_US
dc.identifier.citationStark, Joan S.; (2002). "Testing a Model of Program Curriculum Leadership." Research in Higher Education 43(1): 59-82. <http://hdl.handle.net/2027.42/43625>en_US
dc.identifier.issn0361-0365en_US
dc.identifier.issn1573-188Xen_US
dc.identifier.urihttps://hdl.handle.net/2027.42/43625
dc.description.abstractThis study tests the curriculum leadership framework that Stark and Lattuca adapted from Quinn's model of management styles. Chairpersons of departments nominated as effective in curriculum planning answered a survey about their leadership activities and styles. Factor analysis partially supported the model. Activities that chairs reported did not correspond well, however, with leadership styles they chose as most effective.en_US
dc.format.extent121523 bytes
dc.format.extent3115 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoen_US
dc.publisherKluwer Academic Publishers-Plenum Publishers; Human Sciences Press, Inc. ; Springer Science+Business Mediaen_US
dc.subject.otherAdministrationen_US
dc.subject.otherEducationen_US
dc.subject.otherEducation (General)en_US
dc.subject.otherEducation Researchen_US
dc.subject.otherDevelopmental Psychologyen_US
dc.subject.otherPedagogic Psychologyen_US
dc.subject.otherCurriculum Planningen_US
dc.subject.otherDepartment Chairsen_US
dc.subject.otherLeadershipen_US
dc.titleTesting a Model of Program Curriculum Leadershipen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumCenter for the Study of Higher and Postsecondary Education, University of Michigan, USAen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/43625/1/11162_2004_Article_364282.pdfen_US
dc.identifier.doihttp://dx.doi.org/10.1023/A:1013070117226en_US
dc.identifier.sourceResearch in Higher Educationen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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