Principals’ Perception of Influence on Factors Affecting Student Achievement in Low- and High-Achieving Urban High Schools

Autor/inn/en	Bloom, Collette M.; Owens, Emiel W.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10