A Qualitative Case Study Exploring Minnesota Educational Leaders' Leadership Style to Improved Black Students' Test Scores

Autor/in	Cotton, Magalenn
Titel	A Qualitative Case Study Exploring Minnesota Educational Leaders' Leadership Style to Improved Black Students' Test Scores
Quelle	(2018), (125 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-1042-0
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; Instructional Leadership; Leadership Qualities; Test Preparation; African American Students; Scores; High Stakes Tests; Urban Schools; Elementary School Students; Student Improvement; Semi Structured Interviews; Leadership Styles; Reading Tests; Mathematics Tests; Science Tests; Coding; Questionnaires; Transformational Leadership; Outcomes of Education; Minnesota (Saint Paul); Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseigenschaft; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Führungsstil; Lesetest; Codierung; Programmierung; Fragebogen; Lernleistung; Schulerfolg
Abstract	The leadership style in which an educational leader practice may impact the academic achievement of the students enrolled in their school. The specific problem was, when students fail their high-stake test, the educational leader, as well as the school was sanctioned. The purpose of this qualitative study, using a single instrumental case study method, was to explore what leadership strategies urban educational leaders used to improve Black students' high-stake test scores. The participants in the study was comprised of two elementary educational leaders who lead urban public schools in the Saint Paul Public School District. A semi-structured interview was used to collect qualitative data of each urban educational leader's perspective of what leadership strategies were used successfully to improve Black students' high-stake test scores. Also, what leadership strategies had not been successful in improving Black students' high-stake reading, math, and science test scores were explored. In addition, beyond curriculum and staff changes, strategies used to successfully improve the test scores of Black students were investigated. The interviews were transcribed into a password-protected database. The interview questions were then coded for pattern matching and themes using the ATLAS.ti qualitative software. The Multifactor Leadership Questionnaire (MQL 5x) was used to identify the leadership style of the participants who successfully improved Black students' high-stake reading, math, and science test scores. The findings of the study showed various strategies educational leaders implemented in their schools that increased Black students' high-stake reading, math, and science test scores. The results of the participants' MLQ 5x results showed that both leaders were transformational leaders. This research study is recommended for educational leaders that lead in urban public schools that enroll Black students who are not achieving at a rate as their white counterparts. It is recommended that this research be conducted in the future with a different population and in a different local. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01