Citation

Instructional Leadership in a High-Poverty High-Performing Rural School

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Abstract:

This qualitative case-study examined a building leader of a high-poverty, high-performing rural public school. The emergent themes were presence, hands off leadership, golden communication, power, high expectations, hiring the best, students first, values individuals, caring, and fairness. Implications included the necessity of developing a vision for the school beyond achievement test results, a philosophy of students as life-long learners, and a culture of high expectations accompanied by support.

Most Common Document Word Stems:

school (67), leadership (31), high (31), student (27), leader (26), research (19), princip (17), poverti (13), achiev (12), educ (12), state (11), perform (11), expect (11), describ (11), teacher (11), 2001 (11), effect (10), 1998 (10), cultur (10), build (10), p (10),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378337_index.html
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MLA Citation:

Stephens, David., MacGregor, Cynthia. and Watson, Robert. "Instructional Leadership in a High-Poverty High-Performing Rural School" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378337_index.html>

APA Citation:

Stephens, D. , MacGregor, C. J. and Watson, R. L. , 2009-11-19 "Instructional Leadership in a High-Poverty High-Performing Rural School" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378337_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This qualitative case-study examined a building leader of a high-poverty, high-performing rural public school. The emergent themes were presence, hands off leadership, golden communication, power, high expectations, hiring the best, students first, values individuals, caring, and fairness. Implications included the necessity of developing a vision for the school beyond achievement test results, a philosophy of students as life-long learners, and a culture of high expectations accompanied by support.


Similar Titles:
Educational Leadership Enacted: One School District’s Sustained Efforts to Build Capacity and Improve Student Achievement

Building Bridges from High Poverty Communities, to Schools: Addressing Poverty through *Exceptional Educational Leadership

Starting With Student Achievement Data: A Study of High-Performing Teachers in Low-Performing Schools

Quality education in African countries: Teacher and school effects on student achievement in mathematics


 
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