Abstract
This mixed-methods evaluation examined the implementation of the Leader in Me (LIM) framework and its relationship to secondary students’ time and project management skills within project-based learning (PBL) environments. Conducted across Grades 6–12 in a public charter school district, the study analyzed teacher surveys, student reflections, classroom observations, and Measurable Results Assessment (MRA) data to evaluate perceptions and implementation patterns related to student self-management practices. Findings indicated variability in LIM implementation across classrooms and inconsistencies in how leadership and organizational practices were integrated into daily instruction. Teachers frequently reported challenges related to students’ planning, prioritization, and task management skills, while student self-reports reflected more positive perceptions of these abilities. Results also identified system-level concerns related to uneven instructional supports, inconsistent implementation practices, and limited opportunities for structured skill development. These findings reinforce the importance of implementation quality and alignment when evaluating schoolwide initiatives. Implications include the need for targeted supports, consistent integration of leadership practices, and iterative improvement efforts to strengthen student self-regulation within PBL settings.
Date of publication
Summer 6-22-2026
Document Type
Thesis
Language
english
Persistent identifier
http://hdl.handle.net/10950/5110
Committee members
Christopher Thomas Ph.D, Michael Odell Ph.D, Brett Bretl Ph.D
Degree
EdD in School Improvement
Recommended Citation
Brandenburg, Tiffany L., "AN EVALUATION OF THE LEADER IN ME PROGRAM’S INFLUENCE ON TIME AND PROJECT MANAGEMENT IN SECONDARY PBL CLASSROOMS" (2026). Education Theses and Dissertations. Paper 45.
http://hdl.handle.net/10950/5110