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Qualitative Grounded Theory Study: How Educational Leaders Address Funding Inequities That Impact the Academic Needs of English Language Learners and Students With Disabilities in the Northeast Region of the United States /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Qualitative Grounded Theory Study: How Educational Leaders Address Funding Inequities That Impact the Academic Needs of English Language Learners and Students With Disabilities in the Northeast Region of the United States // Michael J Pontebbi.
Author:	Pontebbi, Michael J.,
Description:	1 electronic resource (187 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
Subject:	Education finance. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31640412
ISBN:	9798310195004

Qualitative Grounded Theory Study: How Educational Leaders Address Funding Inequities That Impact the Academic Needs of English Language Learners and Students With Disabilities in the Northeast Region of the United States /
Pontebbi, Michael J.,

Qualitative Grounded Theory Study: How Educational Leaders Address Funding Inequities That Impact the Academic Needs of English Language Learners and Students With Disabilities in the Northeast Region of the United States /Michael J Pontebbi. - 1 electronic resource (187 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

Educational leaders play a critical role in implementing and facilitating sustainable systems and structures that can be used by schools or school districts as they work towards continuous improvement. Schools and school districts in the Northeast region of the United States receive various methods of funding that are afforded based on the various demographics of students they attempt to serve. The per-pupil expenditure allocation, the amount of federal funding schools or school districts receive, and the tax levy formulas used, cause a funding inequity that increases the student achievement gap between SWDs, ELLs, and general education students. Educational leaders can address these funding inequities by setting a clear vision, leveraging professional learning communities (PLCs), facilitating focused professional development (PD), and using data driven leadership.This qualitative grounded theory study uses Dufour and Fullan's (2013) framework that delineates how to effectively implement PLCs, that focus on systemic educational reform through collaboration, culture transformation, and effective leadership. Brimley et al., (2012) illustrates the effects that funding inequities can have on leadership which impacts student performance and decision-making of educational leaders. Eleven educational leaders in the Northeastern region of the United States participated in the study. These participants were interviewed, using a structured interview protocol. Each educational leader had at least one year of educational leadership experience ranging from one to thirty years, and had experience with budget, curriculum design, professional development, PLCs, and worked with Students with disabilities (SWDs) and English language learners (ELLs).Qualitative data was collected and analyzed throughout the interviews of the participants. This study resulted in five conclusions that will serve to help educational leaders to close the student achievement gap and address funding inequities. One conclusion that derived from the study is that educational leaders need more autonomy in how they should allocate funding to select and design curriculum to meets the needs of SWDs and ELLs. The second conclusion is that leaders need to create systems that allow for schools and school districts to analyze student data by instituting looking at student work protocols. The third conclusion is that professional development needs to impact both teachers and students. Leaders need to ensure that teachers engage in professional development to learn effective pedagogical strategies that address the needs of SWDs and ELLs. The fourth conclusion is that educational leaders need to create coherence. The fifth conclusion is that educational leaders need to have a clear system that measures the effectiveness of professional development.Educational leaders who use transformational coaching in combination with the effective use of professional learning communities, lay the foundational systems to increase student achievement. Educational reform takes a collective effort grounded in a common purpose. Transitioning from an individualist to a collectivist culture (Schein, 2016) within professional learning communities (PLCs) requires purposeful leadership to develop the people within the organization to support implementing and developing the change ideas.This study offers up a grounded theory through the MAPS Framework. This framework serves as a road map for educational leaders to ensure coherence of the systems withing their educational organizations. The MAPS Framework can be used by educational leaders to ensure alignment between measurable goals, professional development, leveraging data, reviewing student work, and identifying strategic interventions for students. Leaders can utilize the MAPS Framework to address funding inequities by instituting coherent systems within their educational organizations.

English

ISBN: 9798310195004Subjects--Topical Terms:

3172165
Education finance.
Subjects--Index Terms:

Continuous improvement

Qualitative Grounded Theory Study: How Educational Leaders Address Funding Inequities That Impact the Academic Needs of English Language Learners and Students With Disabilities in the Northeast Region of the United States /
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