Success despite Socio-Economics: A Case Study of a High Achieving, High Poverty School

Autor/in	Tilley, Thomas Brent
Titel	Success despite Socio-Economics: A Case Study of a High Achieving, High Poverty School
Quelle	(2011), (157 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-1432-8
Schlagwörter	Hochschulschrift; Dissertation; Small Group Instruction; School Culture; Federal Legislation; Teaching Methods; Poverty; Socioeconomic Status; High Achievement; Academic Achievement; Educational Legislation; Observation; Instructional Leadership; Interviews; Cooperation; Elementary Schools; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulkultur; Schulleben; Bundesrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Socio-economic status; Sozioökonomischer Status; Schulleistung; Bildungsrecht; Schulgesetz; Beobachtung; Instruction; Leadership; Bildung; Erziehung; Führung; Interviewing; Interviewtechnik; Co-operation; Kooperation; Elementary school; Grundschule; Volksschule; USA
Abstract	Effective school leadership is becoming more difficult than ever with the challenges of increased accountability and high stakes testing that are components of federal No Child Left Behind (NCLB) legislation. These challenges are more pronounced in schools with high rates of poverty. This was a case study of a high performing, high poverty school that has consistently been one of the highest performing elementary schools in the state. The purpose of the study was to describe the leadership that exists at the school, the culture of the school, and programs that contribute to the school's success. The researcher conducted observations at the school site and interviews with school personnel. School personnel also completed the School Culture Survey regarding school culture and the Vanderbilt Assessment of Leadership in Education (VAL-ED) survey leadership. The study revealed school leadership that had high expectations for staff members and emphasized small group instruction, collaboration, and continuous improvement in instructional practices. The culture of the school was that of excellence, continuous improvement, school pride, and collaboration. [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	2017/4/10