Literaturnachweis - Detailanzeige
| Autor/in | Palacios, Andrew I. |
|---|---|
| Titel | Superintendents and Hispanic Student Achievement: Leadership Practices Used to Close the Texas Performance Gap of Hispanic Students |
| Quelle | (2023), (195 Seiten)
PDF als Volltext Ed.D. Dissertation, Dallas Baptist University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-4266-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Leadership Styles; Expectation; Beliefs; Superintendents; School Districts; Central Office Administrators; Achievement Gap; Hispanic American Students; White Students; Elementary Secondary Education; Educational Resources; Educational Practices; Student Needs; Student Characteristics; Culturally Relevant Education; Educational Finance; Texas |
| Abstract | The purpose of this replication study was to examine the leadership practices, instructional practices, and high expectation beliefs employed by school district superintendents in Texas with the aim of eliminating the performance gap between Hispanic and White students in the state. The research employed a qualitative approach, consisting of in-depth interviews with ten superintendents. The interviews were conducted virtually via Zoom and recorded and transcribed. The coding and item analysis were performed using the program NVivo. The study's primary objective was to investigate the leadership practices, instructional practices, and high expectation beliefs used by K-12 superintendents to address the performance gap between Hispanic and White students. The findings of the qualitative interviews identified two overarching themes: resources and understanding the Hispanic student population. The study aimed to provide current and future superintendents with specific leadership practices, instructional practices, and high expectation beliefs that they can utilize in their districts to significantly impact the performance gap between Hispanic and White students. The final recommendations for superintendents to positively influence the performance gap were (a) recognize the importance of resources beyond professional development and hiring; (b) develop and implement a plan for external funds to provide basic necessities for families and enhance materials; (c) prioritize financial resources to purchase basic necessities and enhance materials and supplies; (d) understanding the eight specified subgroups within the Hispanic student population--students by place of origin; first, second, third generation Hispanic, and so forth; shared ethnic, cultural, and/or heritage background; biliteracy, Spanish language proficiency; English language proficiency status; socioeconomic status and related needs; social and emotional learning, mental health and wellness needs; and parental involvement, education level, English proficiency; (e) identify the core issues and challenges of these subgroups; and (f) implement at least eight differentiated approaches in a district plan to address the performance gap, one for each subgroup. [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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