Dr. Jared Boyce, past TC Education Leadership PhD student | Organization and Leadership

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Organization & Leadership

Organization & Leadership

Alum Dr. Jared Boyce, Wins AREA 2016 Outstanding Dissertation Award

Dr. Jared Boyce (Ph.D. ’15), a former TC doctoral student in Education Leadership, has won the 2016 Outstanding Dissertation Award from the AERA Advanced Studies of National Databases Special Interest Group. Boyce’s dissertation, titled Commitment and Leadership: What We Know From the Schools and Staffing Survey, was praised for taking “a novel approach to exploring information from a nationally-representative data set – one that underscores how a large body of research stemming from a single survey program can inform our understanding of important educational problems.” Boyce, who is now an education researcher at SRI International in Menlo Park, California, finds that there are important conceptual differences between how individuals and groups working in schools perceive their environments (for example, teachers as individuals have a strong sense of their influence, but collectively see school administrators as much more dominant). He argues that effective school leadership must address the needs of both the individual adults in the schools and the adults as a collective body. 
 
 

Published Tuesday, Feb. 9, 2016

Alum Dr. Jared Boyce, Wins AREA 2016 Outstanding Dissertation Award

Dr. Jared Boyce (Ph.D. ’15), a former TC doctoral student in Education Leadership, has won the 2016 Outstanding Dissertation Award from the AERA Advanced Studies of National Databases Special Interest Group. Boyce’s dissertation, titled Commitment and Leadership: What We Know From the Schools and Staffing Survey, was praised for taking “a novel approach to exploring information from a nationally-representative data set – one that underscores how a large body of research stemming from a single survey program can inform our understanding of important educational problems.” Boyce, who is now an education researcher at SRI International in Menlo Park, California, finds that there are important conceptual differences between how individuals and groups working in schools perceive their environments (for example, teachers as individuals have a strong sense of their influence, but collectively see school administrators as much more dominant). He argues that effective school leadership must address the needs of both the individual adults in the schools and the adults as a collective body. 
 
 
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