Recognizing and Supporting the Forgotten Poverty Frontier: Exploring Suburban School Poverty in Elementary Schools

Autor/in	Vallaster, Jodi Reese
Titel	Recognizing and Supporting the Forgotten Poverty Frontier: Exploring Suburban School Poverty in Elementary Schools
Quelle	(2019), (226 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The George Washington University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-9166-4
Schlagwörter	Hochschulschrift; Dissertation; Suburban Schools; Poverty; Elementary Schools; At Risk Students; School Demography; School Effectiveness; Federal Aid; Achievement Gap; School Culture; Teacher Empowerment; Instructional Leadership; Teacher Administrator Relationship; Resource Allocation; Economically Disadvantaged + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Armut; Elementary school; Grundschule; Volksschule; Schulbesuchsrate; Schuleffizienz; Schulkultur; Schulleben; Instruction; Leadership; Bildung; Erziehung; Führung; Ressourcenallokation
Abstract	Modern suburban school districts have experienced a significant shift in demographics over the last decade making them more diverse in race, ethnicity, income and ability level. The income diversity in suburban districts can hide pockets of significant need in the community. Due to the formulas associated with federal programs, suburban districts are less likely to receive supplemental funds to support vulnerable students. This study utilizes a case study approach and offers a unique view into the phenomenon by examining the work of a suburban school which has narrowed the achievement gap between economically disadvantaged students and their more affluent peers without the assistance of federal funds. Data includes interviews with 18 previous and current administrators, teachers and other staff, meeting observations, and a review of school documents and artifacts. Findings note the school maximizes its limited resources, empowers teachers to be instructional leaders through trusting relationships, has a robust support system for students and builds a welcoming school culture. Shield's (2001) transformative leadership framework was used as a theoretical lens to explore the school's practices. The results of this study enhance the understanding of suburban schools with diverse populations by (a) identifying the multi-tiered support system that increases achievement of all students; (b) recognizes the school climate and culture among staff and students that create an environment that reinforces learning; and (c) illustrates how relationships between administrators and teachers can reinforce the instructional practices of the school. [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