A Comparison of Collaborative Practice and Teacher Leadership between Low-Performing and High-Performing Rural Kentucky High Schools

Autor/inn/en	Musselman, Meagan R.; Crittenden, Meg A.; Lyons, Robert P.
Titel	A Comparison of Collaborative Practice and Teacher Leadership between Low-Performing and High-Performing Rural Kentucky High Schools
Quelle	In: Rural Educator, 35 (2014) 3, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Rural Schools; Teacher Leadership; Low Achievement; High Achievement; Institutional Characteristics; High School Students; School Culture; Cooperation; Scores; Participative Decision Making; Principals; Teacher Administrator Relationship; Teacher Collaboration; Kentucky; ACT Assessment + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerfunktionsstelle; Unterdurchschnittliche Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulkultur; Schulleben; Co-operation; Kooperation; Principal; Schulleiter; Lehrerkooperation; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This article reports the findings of the 2011 results of 'very rural' Kentucky high schools on the Teaching, Empowering, Leading and Learning (TELL) Survey to determine whether differences existed between high and low performing rural schools across specific survey items. Schools with ACT scores one standard deviation (or more) above their predicted value were compared to rural high schools where students' ACT scores were one standard deviation (or more) below their predicted value. Beale Codes of seven through nine from the United States Department of Agriculture were used to identify very rural Kentucky high schools. Very rural high schools identified as high-performing demonstrated significantly different results on survey items related to a culture of collaboration and teacher leadership than rural high schools identified as low performing. The survey suggested that in high-performing schools, the principal and teachers supported each other in their development as instructional leaders, and established communication and collaboration skills with families and community stakeholders. (As Provided).
Anmerkungen	National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://journals.library.msstate.edu/ruraled
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01