Educational Leadership and Comprehensive Reform for Improving Equity and Access for All

Autor/in	Yavuz, Olcay
Titel	Educational Leadership and Comprehensive Reform for Improving Equity and Access for All
Quelle	In: International Journal of Education Policy and Leadership, 11 (2016) 10, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Leadership; Educational Change; Equal Education; Access to Education; Disproportionate Representation; Urban Youth; Longitudinal Studies; Student Personnel Services; Partnerships in Education; Poverty Areas; Enrollment; College Readiness; Accountability; Student Development; College Admission; Urban Schools; Program Implementation; Alumni; Surveys; Likert Scales; Statistical Analysis; Enrollment Rate; Regression (Statistics); Predictor Variables; Parent Background; Grade Point Average; Special Education; Intervention; Group Counseling; Statistical Significance; Correlation; Educational Administration; Pretests Posttests; Secondary School Students + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulpartnerschaft; Einschulung; Verantwortung; Hochschulzugang; Hochschulzulassung; Zulassung; School; Schools; Schule; Survey; Umfrage; Befragung; Likert-Skala; Statistische Analyse; Regression; Regressionsanalyse; Prädiktor; Elternhaus; Special needs education; Sonderpädagogik; Sonderschulwesen; Gruppenberatung; Korrelation; Bildungsverwaltung; Schuladministration; Schulverwaltung; Sekundarschüler
Abstract	Disparities in college access for underrepresented urban students are one of the most urgent educational problems of America's education system. In response to growing national concern, this longitudinal study investigated how school leaders worked collaboratively with key stakeholders to implement research-supported student services in order to improve college access for underrepresented urban students. The quantitative investigation showed that when educational leaders and key stakeholders worked collaboratively to deliver comprehensive student services, urban students in a high-poverty school district experienced measurable benefits in terms of their college enrolment. This study may be of particular value to policymakers, school leaders, and educators concerned with the low college access rates of students in urban schools, as well as to those who are seeking to understand what works better to prepare urban students for post-secondary education. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01