Literaturnachweis - Detailanzeige
| Autor/inn/en | Gordon, Molly F.; Hart, Holly |
|---|---|
| Titel | How Strong Principals Succeed: Improving Student Achievement in High-Poverty Urban Schools |
| Quelle | (2022), (15 Seiten)
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Principals; Urban Schools; Academic Achievement; Poverty; Low Income Students; Achievement Gains; Leadership Styles; Leadership Responsibility; Educational Improvement; Minority Group Students; Elementary Schools; High Schools; Illinois (Chicago) |
| Abstract | Purpose: The purpose of this paper is to provide concrete examples of what leadership behaviors and strategies look like in high-poverty urban schools in Chicago that are successful at improving student outcomes. We compared the strategies used by principals who were rated by their teachers on annual surveys as being strong instructional leaders but had varying success in improving student outcomes for comparison. Design/methodology/approach: This paper is part of a larger mixed-methods study exploring the link between leadership and student learning. For the qualitative portion of the study, we utilized a contrasting case study design (Merriam, 1998) to distinguish leadership practices in schools with improvements in student achievement from practices in schools with stagnating or declining student achievement. We conducted case studies in a total of 12 schools -- six schools with improving student achievement and six schools with stagnating or declining student achievement. For brevity, we chose four schools to highlight in this manuscript that best illustrate the findings we found across our full sample of 12 schools. We coded each interview using both inductive and deductive coding techniques. Findings: The study findings indicate that there are subtle but important differences between the strategies principals in improving and contrast schools use to lead school improvement efforts. Principals in improving schools were able to create learning environments where staff were open to new ideas and work together towards goals. Principals in improving schools were also more likely to create structures that facilitated organizational learning than principals in contrast schools. Originality/value: The study is unique because the authors provide concrete examples of what principals do in their schools to help create strong learning climates that foster organizational learning and improvement. The authors also identify differences in leader practices and structures in schools that are having a harder time making improvements for comparison. The study findings can be used by principals and other educators to better understand which of their various efforts may result in stronger school cultures conducive to organizational learning as outlined in Louis' and colleagues' work. [This is the online version of an article published in "Journal of Educational Administration" (ISSN 0957-8234).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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