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Adoption of the "Leader in Me" and school culture: A grid and group case study

Raleigh, Don
The purpose of this study is to describe how school culture shapes and is shaped by the implementation of a character education curriculum, The Leader in Me, in two selected schools.
Many educators aspire to not only assist students in becoming independent thinkers, but also to provide students with the academic knowledge and skills to succeed after graduation. The development of character and values plays a vital role in the individual student's growth and in the success of an academic institution.
Based upon the seminal work of Stephen R. Covey, The Leader in Me (TLIM) is a character education approach designed around Covey's (1989) 7 Habits of Highly Effective People and grounded in the belief that every student can be a leader. Using the tools of the 7 Habits, schools approach the development of character, core values, and leadership through a cultural shift at the school level that is focused upon each student learning, and growing independently and collaboratively, through the use of these habits and tools.
A qualitative case study using Mary Douglas's typology of grid and group was used to explore the impact of the introduction of this student-centered leadership curriculum, TLIM, on school culture. The goal of the research is for scholar-practitioners and administrators to gain insight into the views of teachers and administrators who are currently implementing TLIM and to assess whether this approach fits their specific district or building.