東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Leadership Behaviors of Successful Elementary School Principals Leading Schools with A High Poverty, High Minority, Student Population.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leadership Behaviors of Successful Elementary School Principals Leading Schools with A High Poverty, High Minority, Student Population./
Author:	Scott, David A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	159 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: B.
Contained By:	Dissertations Abstracts International81-03B.
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13861100
ISBN:	9781085627054

Leadership Behaviors of Successful Elementary School Principals Leading Schools with A High Poverty, High Minority, Student Population.
Scott, David A.

Leadership Behaviors of Successful Elementary School Principals Leading Schools with A High Poverty, High Minority, Student Population. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 159 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: B.

Thesis (Ed.D.)--Sage Graduate School, 2019.

This item must not be sold to any third party vendors.

Students who are classified as minority and living in poverty generally experience a gap in academic achievement when compared to their white and more affluent counterparts. This gap has affected this population from as far back as the early 1800's. The achievement gap is compounded with the effects of living in poverty which have devastating physical and emotional impacts on these students. This study examines the beliefs and actions of three elementary school principals in the New York State's Hudson Valley area that positively impact minority academic achievement. This qualitative, comparative case study investigates the leadership behaviors and actions of elementary school building principal, as they relate to curriculum, instruction, and student motivation in three elementary schools that are meeting NYS Standards while having high poverty and high minority student populations. This study is guided by three research questions which are designed to elicit information regarding the beliefs and actions of the three principals. Interviews with ELA and math teachers and focus groups with parents about the beliefs and actions of the principal were used to determine if the beliefs expressed by principals were reflected in the data from interviews and focus groups. Marzano's 21 Leadership Responsibilities are utilized as the foundation by which the principals' actions are measured. There are recommendations for policy and practice that are provided based on the information gathered in this study. The policy recommendations are around targeted funding and clear academic goals. The practice recommendations are regarding communicating vision, goals, expectations, actively partnering with parents and supporting that vision by building a leadership team, prioritizing resources and outreach to community. The recommendations regarding ways in which to increase communication are based upon the study finding that communication is the most common responsibility mentioned by the three principals. The recommendations regarding practice are based upon the expressed actions of the interviewed principals that demonstrate the correlation between focusing on assessment and student achievement.

ISBN: 9781085627054Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Achievement Gap

Leadership Behaviors of Successful Elementary School Principals Leading Schools with A High Poverty, High Minority, Student Population.
LDR:03553nmm a2200421 4500 001 2347030
005 20220706050936.5
008 241004s2019 ||||||||||||||||| ||eng d
020 $a 9781085627054
035 $a (MiAaPQ)AAI13861100
035 $a AAI13861100
040 $a MiAaPQ $c MiAaPQ
100 1 $a Scott, David A. $3 3501998
245 1 0 $a Leadership Behaviors of Successful Elementary School Principals Leading Schools with A High Poverty, High Minority, Student Population.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 159 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: B.
500 $a Advisor: White, Janice.
502 $a Thesis (Ed.D.)--Sage Graduate School, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Students who are classified as minority and living in poverty generally experience a gap in academic achievement when compared to their white and more affluent counterparts. This gap has affected this population from as far back as the early 1800's. The achievement gap is compounded with the effects of living in poverty which have devastating physical and emotional impacts on these students. This study examines the beliefs and actions of three elementary school principals in the New York State's Hudson Valley area that positively impact minority academic achievement. This qualitative, comparative case study investigates the leadership behaviors and actions of elementary school building principal, as they relate to curriculum, instruction, and student motivation in three elementary schools that are meeting NYS Standards while having high poverty and high minority student populations. This study is guided by three research questions which are designed to elicit information regarding the beliefs and actions of the three principals. Interviews with ELA and math teachers and focus groups with parents about the beliefs and actions of the principal were used to determine if the beliefs expressed by principals were reflected in the data from interviews and focus groups. Marzano's 21 Leadership Responsibilities are utilized as the foundation by which the principals' actions are measured. There are recommendations for policy and practice that are provided based on the information gathered in this study. The policy recommendations are around targeted funding and clear academic goals. The practice recommendations are regarding communicating vision, goals, expectations, actively partnering with parents and supporting that vision by building a leadership team, prioritizing resources and outreach to community. The recommendations regarding ways in which to increase communication are based upon the study finding that communication is the most common responsibility mentioned by the three principals. The recommendations regarding practice are based upon the expressed actions of the interviewed principals that demonstrate the correlation between focusing on assessment and student achievement.
590 $a School code: 1235.
650 4 $a Educational administration. $3 2122799
650 4 $a Elementary education. $3 641385
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational psychology. $3 517650
650 4 $a Educational leadership. $3 529436
650 4 $a Behavioral psychology. $3 2122788
653 $a Achievement Gap
653 $a Highly Successful
653 $a High Minority
653 $a High Poverty
653 $a Leadership Beliefs/Actions
653 $a Marzano's 21 Leadership Responsibilities
690 $a 0514
690 $a 0443
690 $a 0525
690 $a 0449
690 $a 0524
690 $a 0384
710 2 $a Sage Graduate School. $b School of Education. $3 3549454
773 0 $t Dissertations Abstracts International $g 81-03B.
790 $a 1235
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13861100