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Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary SchoolRyan, David January 2018 (has links)
Thesis advisor: Diana C. Pullin / It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) unified leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the second leadership domain which is described as building professional capacity, focusing specifically on the principal’s actions. Building professional capacity is defined in this study as developing the knowledge, skills, and dispositions of teachers and is important for expanding leadership responsibility for student learning and increasing student achievement. The study resulted in identifying all seven dimensions of the domain present in practice at the school and explored the actions taken to embed them into the culture. Data were gathered through the review of district and school level documents and open-ended interviews with district leaders and members of school administration, faculty, and staff. Findings indicated that the school principal performed several specific and tangible actions to build professional capacity in the school including implementing professional practice, messaging consistently high expectations with faculty and staff, modeling expected professional behaviors and habits, and coaching faculty and staff. Many staff believed the success of the school was a result of the culture of collaboration, dedication, and high expectations forged by the principal. Recommendations for building upon this work included selecting and hiring teachers who offer evidence of effective instruction despite different philosophical viewpoints, addressing levels of trust with those who express conflicting levels of collaboration and commitment, and expanding the effective leadership practices with other school leaders throughout the district. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
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Lesson study the effects on teachers and students in urban middle schools /Meyer, Rachelle D. Wilkerson, Trena L. January 2005 (has links)
Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographic notes (p. 210-220).
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The lived reality of English language learners in an urban high school: perspectives of students and staffBashara, Mary Wiley 28 August 2008 (has links)
Not available / text
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The lived reality of English language learners in an urban high school : perspectives of students and staffBashara, Mary Wiley, 1950- 18 August 2011 (has links)
Not available / text
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Improving reading performance in a high poverty elementary school a case study /Kemp, Darcy D. January 2007 (has links) (PDF)
Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 111-124).
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The relationships Jesus established as a significant model for teachers in inner-city schoolsStimson, Sue. January 1900 (has links)
Thesis (M.C.S.)--Regent College, Vancouver, BC, 1993. / Abstract. Includes bibliographical references (leaves 141-147).
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Negotiating their horizons : preservice English/language arts teachers in urban public schoolsChehayl, Laurel Kristine. January 2007 (has links)
Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed June 20, 2007). Advisor: James G Henderson. Keywords: preservice secondary English/language arts teachers, early field placements, urban field placements, teacher preparatory curriculum, hermeneutic phenomenology. Includes survey instrument. Includes bibliographical references (p. 209-220).
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Effects of compensatory programming and desegregation on student achievement in urban schoolsKinert, Martin. Franklin, David L. Halinski, Ronald S. January 1982 (has links)
Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 8, 2005. Dissertation Committee: David Franklin, Ronald Halinski (co-chairs), G. Alan Hickrod, Paul Baker, Dale Jackson. Includes bibliographical references (leaves 147-150) and abstract. Also available in print.
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Self concept of school board membersCanfield, John Bernard. McGrath, J. H. January 1976 (has links)
Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 22, 2004. Dissertation Committee: J.H. McGrath (chair), Elwood Egelston, Eugene Fitzpatrick, Raymond Schmitt, Dean Hage. Includes bibliographical references (leaves 119-128) and abstract. Also available in print.
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"Se hace camino al andar" : the development of critical capacity in an urban elementary school /Markholt, Anneke. January 2002 (has links)
Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 194-206).
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