This is an ethnographic case study of a high poverty, ethnically diverse elementary school and the transformation that occurred there. The research describes what happened at the school within the context of No Child Left Behind (NCLB) during a nine-year period. The researcher documents the challenges faced, practices employed, and resources used at the school which has demographic and socioeconomic characteristics that are highly correlated with failing schools as defined by NCLB. The study used a qualitative research design in order to investigate the complexities and processes within a specific context and setting from multiple participants' frames of reference and from the researcher's perspective as a participant observer. The researcher analyzed the data, identified patterns, and categorized them into a set of assertions about this school. The discussion of the assertions and implications for future research is organized around the three research questions: 1) What were the challenges faced on the path to improved student academic achievement? 2) What practices were implemented during the process of improving student academic achievement? and 3) What resources were used during the process? / Ed. D.

This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly white, female pre-service teachers enrolled at East Tennessee State University. Using Bandura's 30-item "Teacher Self-Efficacy Scale" pre-service teachers rated their perceived self-efficacy on 7 subscales: decision-making, influence on school resources, instructional efficacy, disciplinary efficacy, enlisting parent involvement, enlisting community involvement, and creating a positive school climate. Significant differences were found between groups for 3 of the 7 subscales. Early childhood education pre-service teachers reflected higher levels of efficacy in influencing decision making, t(86)=3.36, p<.001; enlisting parental involvement, t(86)= 2.14, p < .05; and creating a positive school climate, t(86) = 3.01, p < .01. No significant differences between groups were found in overall perceived teacher self-efficacy, t(86)=1.44, n.s.

As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the academic needs of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different geographic regions of the United States. A qualitative research methodology with in-depth interviews was used to gather the data. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these school leaders to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform practitioners about what worked for leaders who have been effective at minimizing achievement gaps. Based on these results, school division leaders should consider designing targeted professional development, mentoring, and coaching around effective principal leadership practices. / Doctor of Education / As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the learning of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different regions of the United States. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these principals to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform school leaders about what worked for principals who have been effective at minimizing achievement gaps.