Administrative Best Practices to Influence Culture in a Rural Middle School of Poverty

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Autor/in	Nixon, John David
Titel	Administrative Best Practices to Influence Culture in a Rural Middle School of Poverty
Quelle	(2015), (287 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Clemson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-0557-3
Schlagwörter	Hochschulschrift; Dissertation; Best Practices; Rural Schools; Middle School Students; Poverty; Correlation; School Culture; Academic Achievement; Instructional Leadership; Case Studies; Principals; Teacher Attitudes; Attitude Change; Decision Making; Academic Failure; Administrator Role; Administrator Effectiveness; Academic Standards; Expectation; Teacher Evaluation; Teacher Recruitment; Teacher Effectiveness; Middle School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Armut; Korrelation; Schulkultur; Schulleben; Schulleistung; Instruction; Leadership; Bildung; Erziehung; Führung; Case study; Fallstudie; Case Study; Principal; Schulleiter; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Decision-making; Entscheidungsfindung; Expectancy; Erwartung; Teacher appraisal; Lehrerbeurteilung; Lehrerrekrutierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Studies have shown a direct correlation between positive school culture and increases in student achievement (Bulach et al, 1995; Goddard et al, 2000; Kaplan & Owings, 2013; McCarley et al, 2014; Thapa et al, 2013; Whitaker, 2001). The literature also suggests that the culture within a school can be positively impacted through effective leadership (Hallinger, et al, 2014), but the literature available for rural schools in regards to student achievement and culture is limited (Arnold, et al, 2005 and Lee, 2001). This purpose of this mixed-method case study is to identify what practices a principal employed to create a change in teacher's perceptions that parallels an increase in student achievement. The study was framed within the context of four domains gleaned from the distillation of the work of Leithwood, Schultz, Lewis, Murray, Riehl, Murray, Jantzi, Whitaker and others that a transformation leader must operate within to impact culture. Findings indicate that that no single activity, program or strategy is effective in changing school culture. The data suggests that to impact culture the leader must take ownership of critical decisions and truly believe that the students in a failing school can be successful and communicate that belief to the community, the teachers and most importantly to the students. The data also suggests that an administrator cannot operate within a single Domain but that the Domains are intertwined and networked to the point that attention has to be paid to contexts within each of the Domains. The principal in this case study communicated high standards for both students and teachers. Unwavering, reasonable expectations are followed with providing the proper environment through limiting all distractions so the faculty and staff can focus on instruction. Once all of the excuses are taken away teachers are measurably gauged against the high expectations and those teachers that cannot perform are removed from the environment. This then allows administrator to conduct an intensive recruitment process to find a replacement that can work to the level of expectation the entire faculty, students and parents demand. [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