Literaturnachweis - Detailanzeige
Autor/in | Meyers, Coby V. |
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Titel | District-Led School Turnaround: A Case Study of One U.S. District's Turnaround Launch for Multiple Schools |
Quelle | In: Leadership and Policy in Schools, 19 (2020) 4, S.710-729 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Meyers, Coby V.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1570-0763 |
DOI | 10.1080/15700763.2019.1637902 |
Schlagwörter | School Turnaround; School Districts; Case Studies; Instructional Leadership; Urban Schools; Educational Improvement; Educational Change; Elementary Secondary Education; Equal Education; Administrator Attitudes; School Culture; Principals; Role; Grants; Program Descriptions; Strategic Planning School district; Schulbezirk; Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Schulkultur; Schulleben; Principal; Schulleiter; Rollen; Grant; Finanzielle Beihilfe; Strategy; Planning; Strategie; Planung |
Abstract | In the last 20 years, the United States has spent billions of dollars on policies and programs to turn around, or rapidly improve, its lowest-performing schools. Little consideration has been given to the critical role the school district plays in launching and shaping school turnaround. This case study of one mid-sized urban district's effort to prioritize a subset of its schools is one of few empirical studies about how district leadership can be intentional in the ways it supports traditionally low-performing schools. Study results suggest that district leaders can take a number of focused, bold actions to initiate system-wide change. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |