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Autor/inn/en | Bloom, Collette M.; Owens, Emiel W. |
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Titel | Principals’ Perception of Influence on Factors Affecting Student Achievement in Low- and High-Achieving Urban High Schools |
Quelle | In: Education and Urban Society, 45 (2013) 2, S.208-233 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1245 |
DOI | 10.1177/0013124511406916 |
Schlagwörter | Performance Factors; Influences; Low Achievement; High Achievement; Administrator Attitudes; Principals; Academic Achievement; Achievement Need; Curriculum Development; Discipline Policy; Urban Schools; Personnel Policy; Longitudinal Studies; School Surveys; Administrative Policy; Correlation; Schematic Studies; Effective Schools Research; Educational Improvement; Leadership Styles; Leadership Role; Socioeconomic Status; Educational Administration; Mentors Leistungsindikator; Influence; Einfluss; Einflussfaktor; Unterdurchschnittliche Leistung; Principal; Schulleiter; Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Disziplinarmaßnahme; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Personalpolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Schematheorie; Schulforschung; Teaching improvement; Unterrichtsentwicklung; Führungsstil; Socio-economic status; Sozioökonomischer Status; Bildungsverwaltung; Schuladministration; Schulverwaltung |
Abstract | The purpose of the study was to compare and contrast influences principals have on staffing, curriculum issues, and discipline policies in high- and low-performing urban high schools. The data for the present study were drawn from the first year follow up of the Educational Longitudinal Survey of 2002-2004 (ELS: 02), administered by the National Center for Educational Statistics. Of the 14,000 school administrators surveyed, only high-and low-performing urban high schools were included for this study. The results of this study revealed four areas where principals differed in their perceptions of their individual influences on academic achievement at their respective schools. Principals from high achieving urban school tend to have more influence on hiring and firing teaching staff and curriculum issues, such as course offerings and curricular guidelines. Principals from low achieving schools have more influence on school funding. (Contains 3 tables.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |