A Case Study of the Relationship between School Leadership and Mathematics and Reading Performance of Grade 8 Students

Autor/in	Omotoso, Christianah B.
Titel	A Case Study of the Relationship between School Leadership and Mathematics and Reading Performance of Grade 8 Students
Quelle	(2012), (299 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-6912-0
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Achievement; Reading Achievement; Grade 8; Middle School Students; Urban Schools; Instructional Leadership; Mastery Learning; Cooperative Learning; Staff Meetings; School Policy; Supplementary Education; Basic Skills; Leadership Qualities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Instruction; Leadership; Bildung; Erziehung; Führung; Kooperatives Lernen; Pädagogische Konferenz; Schulpolitik; Ergänzungsunterricht; Basic skill; Grundfertigkeit; Führungseigenschaft
Abstract	The No Child Left Behind federal mandate to improve student achievement in reading and math resulted in several initiatives related to educational leadership. However, these initiatives have yet to improve student achievement. Therefore, the research question focused on how school leaders used Senge's five disciplines of a learning organization to improve the reading and mathematics performance of Grade 8 students at an urban middle school. A single case study research design was used. Data were collected in the form of interviews with teachers and administrators, observations of leadership and instructional activities, and documents related to the reading and mathematics programs. The first level of data analysis consisted of line-by-line coding and category construction for interview and observation data, while content analysis was used for the documents. The second level examined the data for patterns, themes, and relationships to determine emerging themes and key findings. Based on this analysis, findings were that school leaders frequently integrated personal mastery, mental models, shared vision, team learning, and systems thinking into the activities of the school-wide leadership team, faculty meetings, departmental meetings, and classroom instructional lessons in order to improve student learning in reading and math. Recommendations include the creation of new district school leadership policies to provide supplemental instruction in basic skills and involvement of the local educational community in the education of their students. Implications for positive social change include a deeper understanding of the relationship between student performance on state assessments in reading and math and leadership traits of school administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10