The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study

Autor/in	Demie, Feyisa
Titel	The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study
Quelle	In: European Journal of Educational Management, 4 (2021) 2, S.97-108 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Demie, Feyisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2642-2344
Schlagwörter	Leadership; Intervention; Achievement Gap; Disadvantaged Youth; Elementary School Students; Leadership Effectiveness; Low Income Students; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Benachteiligter Jugendlicher; Führungseffizienz; Ausland
Abstract	This research explores the impact of effective leadership and targeted interventions in closing the achievement gap of disadvantaged pupils in primary schools. Findings suggest that the case study schools use effective school leaders and a range of targeted interventions including early intervention, small group additional teaching, one-to-one tuition, peer tutoring, parental involvement, booster class, mastery learning, pastoral care, and enrichment programmes. Each of the above success factors and intervention strategies was explored in detail in the paper. The overall conclusions of this study are that the case study schools have closed the achievement gap between disadvantaged pupils and their peers through providing effective school leaders and the use of a range of effective intervention strategies. We would suggest that the case study schools' stories of how they have closed the achievement gap through providing strong school leaders and the use of targeted interventions are of local and national significance. Our research also suggests the possibilities for further research. The recommendations from the study are that there is a need to replicate and expand this research with a larger sample of the study, in order to explore in detail what works in schools. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01