Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students

Autor/inn/en	McGuigan, Leigh; Hoy, Wayne K.
Titel	Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students
Quelle	In: Leadership and Policy in Schools, 5 (2006) 3, S.203-229 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Academic Achievement; Educational Researchers; Socioeconomic Status; Student Attitudes; Rural Schools; Suburban Schools; Correlation; Regression (Statistics); Factor Analysis; Educational Environment; Faculty; Teacher Attitudes; Parent Teacher Cooperation; Instructional Effectiveness; Elementary Schools; Instructional Leadership; Principals; Ohio + Suchen Sie Ihr Suchwort? Schulleistung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Korrelation; Regression; Regressionsanalyse; Faktorenanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Academic Staff; Lehrkörper; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Unterrichtserfolg; Elementary school; Grundschule; Volksschule; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter
Abstract	Since the Coleman Report (1966), educational researchers have tried to identify school properties that make a difference in student achievement and overcome the negative influence of low socioeconomic status. We theorized that academic optimism was a latent construct that enhanced student achievement and that enabling school structure provided a mechanism to achieve academic optimism. Forty suburban and rural elementary schools in Ohio provided the sample for this study. Data were collected from the faculty in each school and the hypotheses and model were tested and supported using correlation, regression, and factor analyses. (Contains 2 figures, 3 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10