Literaturnachweis - Detailanzeige
| Autor/in | Scott, David A. |
|---|---|
| Titel | Leadership Behaviors of Successful Elementary School Principals Leading Schools with a High Poverty, High Minority, Student Population |
| Quelle | (2019), (159 Seiten)
PDF als Volltext Ed.D. Dissertation, Sage Graduate School |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-0856-2705-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Principals; Administrator Behavior; Leadership Effectiveness; Institutional Characteristics; Elementary School Students; Minority Group Students; Poverty; Disadvantaged Youth; Achievement Gap; Instructional Leadership; Beliefs; Student Motivation; Leadership Responsibility; School Administration; Communication Strategies; New York |
| Abstract | Students who are classified as minority and living in poverty generally experience a gap in academic achievement when compared to their white and more affluent counterparts. This gap has affected this population from as far back as the early 1800's. The achievement gap is compounded with the effects of living in poverty which have devastating physical and emotional impacts on these students. This study examines the beliefs and actions of three elementary school principals in the New York State's Hudson Valley area that positively impact minority academic achievement. This qualitative, comparative case study investigates the leadership behaviors and actions of elementary school building principal, as they relate to curriculum, instruction, and student motivation in three elementary schools that are meeting NYS Standards while having high poverty and high minority student populations. This study is guided by three research questions which are designed to elicit information regarding the beliefs and actions of the three principals. Interviews with ELA and math teachers and focus groups with parents about the beliefs and actions of the principal were used to determine if the beliefs expressed by principals were reflected in the data from interviews and focus groups. Marzano's 21 Leadership Responsibilities are utilized as the foundation by which the principals' actions are measured. There are recommendations for policy and practice that are provided based on the information gathered in this study. The policy recommendations are around targeted funding and clear academic goals. The practice recommendations are regarding communicating vision, goals, expectations, actively partnering with parents and supporting that vision by building a leadership team, prioritizing resources and outreach to community. The recommendations regarding ways in which to increase communication are based upon the study finding that communication is the most common responsibility mentioned by the three principals. The recommendations regarding practice are based upon the expressed actions of the interviewed principals that demonstrate the correlation between focusing on assessment and student achievement. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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