Leadership Characteristics Of Principals With Successful High Poverty Hispanic Students

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Leadership Characteristics of Principals with Successful High Poverty Hispanic Students

Author : Shrone Yvette Blackwell
Publisher :
ISBN 13 :
Total Pages : 171 pages
Book Rating : 4.:/5 (728 download)

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Book Synopsis Leadership Characteristics of Principals with Successful High Poverty Hispanic Students by : Shrone Yvette Blackwell

Download or read book Leadership Characteristics of Principals with Successful High Poverty Hispanic Students written by Shrone Yvette Blackwell and published by . This book was released on 2011 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Principals are becoming the instructional leaders in their buildings. Researchers of numerous studies on leadership have provided research-based conclusions about successful principals that effectively influence student learning with the challenges of diversity and accountability. Substantive research findings on school leadership support the claim that principal leadership is instrumental to student achievement. Researchers and the principal participants in this study agree that the teacher is the most powerful indicator of student success in any classroom. Researchers also found that the principal's leadership in high poverty schools make a difference in teaching and learning. Using a mixed method descriptive research design, the researcher studied leadership characteristics of four Georgia elementary school principals from one metropolitan school district. The participating principals have consistently met the accountability demands of the No Child Left Behind Act of 2001. These four elementary schools have a high population of high poverty Hispanic students. The mixed methods research design was utilized for this study because it provided useful descriptive statistics from the quantitative surveys, while the qualitative interviews provided a means for in-depth exploration of the characteristics of the principals. The collections of data were obtained from surveys and interviews. Each teacher and principal was given a survey to evaluate the leadership characteristics of the principal. Additionally the teachers were given three open ended questions. After analyzing the data from the surveys the researcher conducted in-depth semi--structured interviews with each principal. As a result of this study, two overarching themes emerged: 1) awareness of needs and 2) allocation of resources to meet those needs. Furthermore, these two themes have four subthemes: 1) high expectations for student learning, 2) parental involvement, 3) literacy focus, and 4) teacher professional development. These themes were characteristic of the participating principals in the study and deemed influential on student achievement. This study furnishes a description of the leadership characteristics of principals with a high population of Hispanic students, a high rate of poverty, and who consistently make AYP. The candid expressions of these principals as to what works in their schools to increase the achievement of their students serves as a meaningful contribution to the body of knowledge in the field of educational leadership.

A Case Study of Transformational Leadership Characteristics of a Principal in a High Poverty High Achieving School

Author : Cynthia S. Grant
Publisher :
ISBN 13 :
Total Pages : 147 pages
Book Rating : 4.:/5 (96 download)

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Book Synopsis A Case Study of Transformational Leadership Characteristics of a Principal in a High Poverty High Achieving School by : Cynthia S. Grant

Download or read book A Case Study of Transformational Leadership Characteristics of a Principal in a High Poverty High Achieving School written by Cynthia S. Grant and published by . This book was released on 2015 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to identify and examine the characteristics of effective leaders in high-poverty, high-achieving schools in a single school district. Within the context of this inquiry, district and school success was measured through the level of student achievement described by the annual Missouri School Improvement Plan (MSIP) process (Missouri Department of Elementary and Secondary Education [MODESE], 2011). The results of this narrative case study will provide researchers a holistic view of the context in which the school of focus is situated and should enhance the current body of knowledge regarding leadership characteristics present in highly-effective schools located in high-poverty areas. Furthermore, new insights to the professional practices of principals as well as building and sustaining leadership capacity for high-poverty schools within school districts (Lambert, 2006) should be revealed. These findings should result in educational leaders who will be better prepared to respond to diversity, curriculum standards, program requirements, physical and mental disabilities, and produce high achievement (Leithwood & Riehl, 2003) in high-poverty school settings. The population included an urban elementary school located in Missouri was the setting for this narrative case study. A case study permitted this researcher to retain a holistic view and obtain meaningful characteristics of day-to-day, realistic events taking place within the research setting through interviews, focus groups, document and artifact analysis, and onsite observation (Creswell, 2007; Yin, 2003). Data collections were comprised of interviews, focus groups, on-site observations, and document analysis. The interview and focus group protocols allowed the participants the opportunity to provide explanations and firsthand perspectives regarding their perspectives of the leadership style of the principal (Creswell, 2007; Lincoln & Guba, 1985). The results related to this research study are applicable for public school leaders who are facing the daunting task of school reform. Fullan, (2001) and Marzano (2003) contended the building principals is second only to the classroom teacher when it comes to positively impacting student achievement as the principal has a direct impact on student achievement.

School Principals in Mexico

Author : Carmen Celina Torres Arcadia
Publisher : IAP
ISBN 13 : 1641138939
Total Pages : 177 pages
Book Rating : 4.6/5 (411 download)

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Book Synopsis School Principals in Mexico by : Carmen Celina Torres Arcadia

Download or read book School Principals in Mexico written by Carmen Celina Torres Arcadia and published by IAP. This book was released on 2019-11-01 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume demonstrates how principals influence success in 14 elementary schools across Mexico. The cases show the importance of learning in an international school leadership context to address cultural, social, and academic needs of students in their families. Characteristics of successful principals are included, in order to exemplify contemporary practices, generate positive school climate, and the best possible development of children in diverse contexts. The cases presented in this book relate to challenging and vulnerable contexts or high-needs schools. Knowledge about successful school leadership in vulnerable contexts has been highly pursued in the U.S. and abroad, especially in countries where educational disparities relate to equity and social justice. The value of school principals merit visibility with a focus on the Americas. Especially in challenging contexts, school leadership is considered a determining factor in promoting the development of children. Nonetheless, there is much to learn about contemporary school leaders, who succeed in improving schools despite societal challenges. Challenges may include increasing socioeconomic restraints, high accountability demands, and reduced resources for public education. Of note, is that a formal preparation and assignment of principals is not equitably established in Mexico, generating a high need for leaders to be prepared for this important role. By highlighting best leadership practices, practitioners and scholars can reflect about United States and Mexico educational comparisons, and observe school improvement geared towards benefitting Latinx communities in both countries.

Understanding the Impact of Leadership & Pedagogy on Black and Hispanic Students in High Poverty Communities of NYC

Author : Carlos I. Falcon
Publisher :
ISBN 13 :
Total Pages : 250 pages
Book Rating : 4.6/5 (721 download)

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Book Synopsis Understanding the Impact of Leadership & Pedagogy on Black and Hispanic Students in High Poverty Communities of NYC by : Carlos I. Falcon

Download or read book Understanding the Impact of Leadership & Pedagogy on Black and Hispanic Students in High Poverty Communities of NYC written by Carlos I. Falcon and published by . This book was released on 2020 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disenfranchised and marginalized groups of students are not being met with the same level of academic success as their counterparts in other parts of the city. Specifically, the achievement gap among Black and Hispanic students in New York City urban high schools, has not improved to culturally acceptable norms. Despite gains in achievement across all races, there continues to be an achievement gap among different ethnic groups, particularly for Black and Hispanic students. The purpose of this quantitative study tested the theory of Stratified Urban Education which compared the theoretical constructs of Urban Leadership, Urban Pedagogy, and Urban Opportunities to Learn against the graduation rates of Black and Hispanic high school students of low SES communities in NYC schools. Each of the constructs was derived from both teacher and student responses to a series of questions on the 2017-2018 NYC survey. Study participants included teachers and students from schools that had an ENI index of 9́Æ 90%. The primary framework that was used to guide this study was based on the Five Essential Supports for School Improvement as defined by Anthony Bryk, Penny Sebring, Elaine Allensworth, Stuart Luppescu, and John Easton (2010). This study was able to produce findings utilizing SEM which employs the partial least squares PLS method as a means to quantity the theory of Stratified Urban Education against the constructs of Urban Leadership, Urban Pedagogy, and Urban Opportunity to Learn. Findings from this study may promote school administrators' understanding of the particular characteristics of a leader that may have the greatest impact on teachers, and ultimately on the academic achievement of the students that are taught.

Educational Leadership, Culture, and Success in High-Need Schools

Author : Elizabeth T. Murakami
Publisher : IAP
ISBN 13 : 1641135034
Total Pages : 222 pages
Book Rating : 4.6/5 (411 download)

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Book Synopsis Educational Leadership, Culture, and Success in High-Need Schools by : Elizabeth T. Murakami

Download or read book Educational Leadership, Culture, and Success in High-Need Schools written by Elizabeth T. Murakami and published by IAP. This book was released on 2019-05-01 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The exploration of the intersection of leadership practices from the school principal and other educators, the school culture, and the school success across different high-need contexts and cultures make this volume unique. Chapters in this volume present original investigations or reanalysis of empirical research enhancing our understanding of the interrelationship between leadership, culture and success through descriptions of practice that can contribute to lessons in leadership for school improvement. When considering a culture of success, leadership that focuses on impacting schools in high-need areas bring about lessons on how to create sustainable environments for student learning in challenging contexts. High-need schools include not only socioeconomic challenges influencing the performance of students. It includes multiple external and internal factors impacting leaders, teachers, students, and their families, affecting the management of structures, processes, and most importantly, learning. In the quest to improve high-need schools, and understand strategies for principals dedicated to a variety of contexts, this volume brings lessons with application for researchers, policy-makers, and practitioners who want to join in the quest to improve the quality of education among worldwide communities.

Personalized Principal Leadership Practices

Author : Dionne V. McLaughlin
Publisher : Emerald Group Publishing
ISBN 13 : 1789736374
Total Pages : 107 pages
Book Rating : 4.7/5 (897 download)

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Book Synopsis Personalized Principal Leadership Practices by : Dionne V. McLaughlin

Download or read book Personalized Principal Leadership Practices written by Dionne V. McLaughlin and published by Emerald Group Publishing. This book was released on 2020-06-02 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, McLaughlin examines the eight strategies expert principals utilize to lead equitable, high achieving schools. Each chapter will include strategies, case studies, reflective questions and a chapter summary.

Transformative Leadership and Educational Excellence

Author :
Publisher : BRILL
ISBN 13 : 9087909055
Total Pages : 387 pages
Book Rating : 4.0/5 (879 download)

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Book Synopsis Transformative Leadership and Educational Excellence by :

Download or read book Transformative Leadership and Educational Excellence written by and published by BRILL. This book was released on 2009-01-01 with total page 387 pages. Available in PDF, EPUB and Kindle. Book excerpt: On records, the evolution of human development pays a considerable tribute to the relentless efforts made by generations of teacher educators set out to train academic leaders and teachers committed to the implementation of educational policies parallel to the mental edification of young students. Teacher educators, faced the challenges, overcame the obstacles, and refined the pedagogies of our educational system with many innovative approaches. As the world faces increasing uncertainties and adamant shifts of knowledge economy, it is apparent that education plays an ultimate role in creating adept and geared up citizens, to lead the way to the future. Designing and managing learning school organizations that can sustain a competitive advantage in this fast-changing environment demands transformative leaders primed and ready to the building or our intellectual capital for the future. Many books on teacher education, educational management and leadership have been written in the past, but most of them do not keep up with the fast-changing educational scene and only a few include future scenarios. This book presents the anticipated trends and demands of the new knowledge economy, and it aims to achieve its goals with the use of various tools, generative and collaborative efforts, increasing leadership capability in dynamic and complex contexts, enculturation of cutting edge knowledge for educational advancement and creation of teams that focus learning organizations. This book brings together prominent and leading teacher educators and researchers from around the world to present their scholarship, theories and practice, case studies, state-of-the- art approaches and upshot predictions. This book embodies collective knowledge inquiry and represents professional conversations. The chapters provides information on recent trends and development in teacher education, the important role of educational management and leadership in educational transformations and promising practices for desired outcomes. The book is a critical and specialized resource that describes how transformative leadership can play an important role in achieving excellence in education. The topics covered are: Educational Leadership and Effective Teaching, Research in Transformational Leadership, and Professional Development and Social Capital Building in Schools.

Brown-Eyed Leaders of the Sun

Author : Frank Hernandez
Publisher : IAP
ISBN 13 : 1681234513
Total Pages : 161 pages
Book Rating : 4.6/5 (812 download)

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Book Synopsis Brown-Eyed Leaders of the Sun by : Frank Hernandez

Download or read book Brown-Eyed Leaders of the Sun written by Frank Hernandez and published by IAP. This book was released on 2016-04-01 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.

A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas

Download A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas PDF Online Free

Author : Sylvia Guerra Rios
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (868 download)

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Book Synopsis A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas by : Sylvia Guerra Rios

Download or read book A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas written by Sylvia Guerra Rios and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this qualitative study was to explore the educational experiences and leadership behaviors of five South Texas high school principals, in the context of the practice of multicultural education and Hispanic student achievement. Through the recounting of the principals' personal stories, experiences, and artifacts, several themes emerged in the analyses of the data collected for this study: multicultural education, effective schools, and culturally Responsive Leadership. Subthemes for the study included high expectations, collaboration, relationships, empowering school culture, equity pedagogy, communication, vision for success, Hispanic principal leadership, and Hispanic student achievement. Findings for the study further revealed that: 1. Each of the five principals articulated, supported, and fostered a culture of high expectations. 2. Collaboration, among staff, students, and the extended learning community, was a designated priority in these high-performing schools. 3. Principals in each of the five high schools understood the significant value of developing, nurturing, and maintaining productive, caring relationships. 4. Principals understood the value of creating a school culture that empowered students and staff to aspire toward quality teaching and learning. 5. Principals understood and worked vehemently to provide equity pedagogy which addressed the needs of all students. 6. Principals understood the power of varied forms of communication in shaping and supporting the mission of their schools. 7. Principals in these high-performing schools developed and steadfastly articulated a clear vision of success for their schools. 8. Hispanic principals provided unique, relevant, and effective leadership in support of their Hispanic students. 9. Neither school/community demographics nor socioeconomic status determined the potential for Hispanic student success in each of the schools led by the study's participants. While each of the principals in this study used a variety of means to create and support learning environments conducive to all students, each assumed personal responsibility for the success of his/her students, and each worked to empower their Hispanic students through his/her own personal histories and experiences. Thus, the significance of this study lies in the potential to impact Hispanic student achievement by developing school leaders and creating school structures that support culturally diverse students. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/148257

Defining Leadership Qualities of Effective Principals of High English-language Schools

Author : Samuel D. Sarabia
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (965 download)

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Book Synopsis Defining Leadership Qualities of Effective Principals of High English-language Schools by : Samuel D. Sarabia

Download or read book Defining Leadership Qualities of Effective Principals of High English-language Schools written by Samuel D. Sarabia and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: On March 13, 2010 the Obama Administration released A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act (ESEA). The Blueprint focused on four areas, including (1) Improving teacher and principal effectiveness (DOE, 2010, p. 3). The goal was for districts to improve the effectiveness of leaders and to ensure “that the students in high-need schools are being led by effective leaders” (DOE, p. 14). Districts were required to develop teacher and principal evaluation systems (DOE, p. 15). The purpose of this quantitative study was to explore and describe the characteristics, background, and leadership qualities of five elementary school principals identified as effective principals using achievement data from the district’s Education Value-Added Assessment System (EVASS). The sample schools were selected using the following criteria: high proportion of students living in poverty as measured through National School Lunch Program (NSLP) Free and Reduced Cost Meal (FARM) qualifications; high proportion of Latino students; high proportion of students identified as English Language Learners (ELL); and high levels of student achievement as measured through the selected district’s value-added achievement data. A purposive sample of five principals was selected for their willingness to participate. This study was grounded in the practice and the literature that principals make a difference (Barth, 1986; Gezi, 1990; Hallinger & Heck, 1996; Leithwood & Jantzi, 2005; Leithwood & Jantzi, 1999; Marzano, Waters & McNulty, 2005; Mortimore,1993; Reitzug & Patterson, 1998; Robinson, Lloyd & Rowe, 2008; Scheurich, 1998; Silins, Mulford & Zarins, 2002; Spillane, Diamond, Burch, Hallett, Jita & Zolmmers, 2002; Townsend, 1994; and Waters, Marzano & McNulty, 2003). The literature on principal practices and measurement of their practices was also reviewed (Camburn & Han, 2005; Camburn & Barnes, 2004; Grissom & Loeb, 2010; Halverson, Prichett, Grigg & Thomas, 2005; Horng, Kalogrides, & Loeb 2009; Porter, Murphy, Goldring, Elliott & Polikoff, 2008; Rowan, Camburn, & Correnti, 2004; Wahlstrom, Louis, Leithwood, & Anderson, 2010; Waters, Marzano & McNulty, 2003). This quantitative study used survey research methods to gather data for the purposive sample of highly effective principals (Fowler, 2013; McNamara, 1994; Scheaffer, Mendenhall, & Ott, 1990). While this study used some open-ended questions in the survey, the goal was to gather statistical descriptions by asking questions of a sample of five effective principals (Fowler, 2013). The aim of using survey research methodology was to tap the subjective feelings of a sample of principals (Fowler, 2013). While survey research provides a first-effort opportunity to learn about effective principals, the data gathered in this study may be used to develop a full-scale probability sample survey. Findings in this study were quantified using principal characteristics, backgrounds, and leadership qualities. In identifying effective principals in English-Language-Learning schools it was reported for all principals: 100 percent had exclusively elementary school experience as both classroom teachers and administrators; 100 percent served as bilingual teachers with state certifications in elementary self-contained, bilingual and mid-management;100 percent had undergraduate degrees in education; and, 80 percent of the principals had teaching experiences in both lower grades and upper grades within the elementary school setting. While the principals had an average of 2.8 years of experience as principals in the sample schools, they had an average of eight years of total principal experience. Responses from the McREL based survey suggest that there is a definite disconnect between what principals’ score themselves on perceived mindsets (what they actually think they are doing or believe should be done) and their perceived actual behavior as effective principals.

The instructional leadership of high school principals in successful Hispanic majority high schools

Author : Jose Marcelo Cavazos
Publisher :
ISBN 13 :
Total Pages : 474 pages
Book Rating : 4.:/5 (467 download)

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Book Synopsis The instructional leadership of high school principals in successful Hispanic majority high schools by : Jose Marcelo Cavazos

Download or read book The instructional leadership of high school principals in successful Hispanic majority high schools written by Jose Marcelo Cavazos and published by . This book was released on 1999 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Principals and Student Achievement

Author : Kathleen Cotton
Publisher : ASCD
ISBN 13 : 1416601120
Total Pages : 122 pages
Book Rating : 4.4/5 (166 download)

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Book Synopsis Principals and Student Achievement by : Kathleen Cotton

Download or read book Principals and Student Achievement written by Kathleen Cotton and published by ASCD. This book was released on 2003-10-15 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Qualities of Effective Principals

Author : James H. Stronge
Publisher : ASCD
ISBN 13 : 1416629963
Total Pages : 336 pages
Book Rating : 4.4/5 (166 download)

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Book Synopsis Qualities of Effective Principals by : James H. Stronge

Download or read book Qualities of Effective Principals written by James H. Stronge and published by ASCD. This book was released on 2021-04-28 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows principals how to successfully balance the needs and priorities of their schools while continuously developing and refining their leadership skills.

International Handbook of Educational Policy

Author : Nina Bascia
Publisher : Springer Science & Business Media
ISBN 13 : 1402032013
Total Pages : 1129 pages
Book Rating : 4.4/5 (2 download)

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Book Synopsis International Handbook of Educational Policy by : Nina Bascia

Download or read book International Handbook of Educational Policy written by Nina Bascia and published by Springer Science & Business Media. This book was released on 2008-05-14 with total page 1129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.

The Cultural Growth Mindset of Elementary School Principals and Their Influence on the Academic Achievement of Hispanic English Learners

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Author : Jane Torres Clark
Publisher :
ISBN 13 :
Total Pages : 181 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis The Cultural Growth Mindset of Elementary School Principals and Their Influence on the Academic Achievement of Hispanic English Learners by : Jane Torres Clark

Download or read book The Cultural Growth Mindset of Elementary School Principals and Their Influence on the Academic Achievement of Hispanic English Learners written by Jane Torres Clark and published by . This book was released on 2020 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing population, Hispanic English learners enrolling in our schools are struggling academically. Learning gaps begin to surface for Hispanic English learners at the elementary level (Grasparil & Hernandez, 2015, Umansky & Reardon, 2014; Gandara, 2012; Genesee, Lindholm-Leary, Saunders, & Christian, 2005). Increasing the level of academic success of Hispanic English learners is a national imperative. The role of the principal has been linked to student success since, through their beliefs and behaviors, principals construct conditions in their schools that shape student learning (Supovitz, Sirinides, & May, 2010; Marks & Printy, 2003; Chrispeels, 1992). Grounded in a strengths-based theoretical construct--cultural growth mindset, positive school leadership, and strengths-based instructional leadership--this case study was organized under a mixed-methods sequential explanatory research design to answer one overarching question and two sub-questions. Two elementary school principals from schools with high populations of English learners were studied. This study explores teacher perceptions of principal behaviors, and principal leadership practices with teachers directly influencing the academic performance of Hispanic English learners. Phase One included an analysis of quantitative results from a survey administered to 35 teachers, 19 from one school, and 16 from the other. In Phase Two, qualitative data contributed to the research as a narrative unfolding through the interviews and observations of the principal participants, a teacher focus group at one school, and a school counselor at the other. Significant themes emanating from this case study were principals' high learning expectations and a strong belief in students' ability to succeed. Students' first language was considered an asset and students' diverse backgrounds were valued. In addition to strong parental involvement, student emotional well-being was a priority. Principals supported teacher collaboration and demonstrated high trust in teachers' ability to impact the learning of Hispanic English learners. Collection and analysis of key student data was a principal practice. Integration and interweaving of cultural growth mindset, positive school leadership and strengths-based instructional leadership were essential lenses to fully understand the achievement gains made by the students. The implications this case study presents for educational research, policy, equity, and social justice are discussed. Limitations of the study are addressed. Keywords: achievement gap, cultural growth mindset, effective schools, elementary schools, equity, learning, opportunity gap, positive school leadership, strength-based instructional leadership, Hispanic English learners, principals, school leadership, social justice.

Examining the Influence of Principal Leadership in Urban, High-performing, High-poverty Elementary Schools

Author : Angie Miranda
Publisher :
ISBN 13 :
Total Pages : 346 pages
Book Rating : 4.:/5 (729 download)

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Book Synopsis Examining the Influence of Principal Leadership in Urban, High-performing, High-poverty Elementary Schools by : Angie Miranda

Download or read book Examining the Influence of Principal Leadership in Urban, High-performing, High-poverty Elementary Schools written by Angie Miranda and published by . This book was released on 2011 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups. A qualitative research approach and protocol was followed, and a multiple case study methodological approach was utilized. The data gathered consisted of interviews of three principals, three instructional coordinators, and three teacher leaders. A review of documents, artifacts, observations, field notes, and member check data were used to triangulate data. The data analysis applied the McRel Balanced Leadership conceptual framework and used three research questions to organize and guide the discussion and findings. These research questions are: (1) How did the principal implement research-based leadership responsibilities that led to the pursuit of high academic achievement for all students? (2) How did the principals implement a school-wide improvement framework that has resulted in sustained academic achievement growth for all students? (3) How did the principal implement the identified strategies that ensured high academic achievement among all student populations? Over the course of five months, data were gathered through individual interviews, observations, analysis of documents, and other artifacts. Several themes emerged as a result of data analysis. These included: (a) communicated ideals and beliefs, (b) challenged status quo, (c) culture of collaboration, (d) focus on learning, (e) data driven, (f) research based learning, (g) and curriculum alignment. The findings in the study suggest that the principals were instrumental in creating the conditions that helped the teachers build upon their collective capacity to support student success.

Leading Schools Successfully

Author : Christopher Day
Publisher : Routledge
ISBN 13 : 1135009120
Total Pages : 247 pages
Book Rating : 4.1/5 (35 download)

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Book Synopsis Leading Schools Successfully by : Christopher Day

Download or read book Leading Schools Successfully written by Christopher Day and published by Routledge. This book was released on 2013-07-24 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading Schools Successfully: Stories from the field considers international research focussing on leadership in schools. Based on the ISSPP (International Successful School Principalship Project) which has conducted over one hundred multiple perspective case studies of successful school principals from more than a dozen countries, the book captures the exhilaration of being a principal who grows and sustains success from those practitioners who are acknowledged as exhibiting outstanding leadership. Whilst much is known about successful school leaders, the book reinforces the argument that it is neither possible, nor appropriate, to generalise specific strategies that should be adopted to ensure success for all schools at all times in all settings. Instead, success calls for a high level of judgement, wisdom, artistry and sheer hard work on the part of principals, adapting for their particular context the knowledge about leading schools successfully. Reflection sections in each chapter ask the reader to consider further issues which each chapter raises. Topics considered include: - the importance of school principals to school success - turning around under-performing schools - values-led leadership -sustaining successful leadership - leading in multi-cultural settings - issues and implications for the future. With international contributions from experts in the field, the book offers a new perspective on leadership in schools and will be of interest to school principals and researchers.