Citation

Hollow Hope: Urban School Leaders Unveiled

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

The Achievement Motivation Theory was used as a conceptual lens to examine urban high school student perceptions of their school principal as a change agent for educational equity within their schools. In addition, this study explored high-achieving urban students’ perceptions of their principal’s role in their academic success, and what impact if any, their principal had in shaping and influencing their academic trajectory. A qualitative approach utilizing semi-structured interviews and focus groups was employed to collect data for this study. Participants in this study were 80 high-achieving urban students in grades 11th through 12th from 15 different urban high schools in the Midwest.

Most Common Document Word Stems:

school (48), student (34), educ (30), academ (17), urban (17), achiev (16), percept (13), princip (13), equiti (12), motiv (11), studi (11), particip (10), leadership (9), high (9), chang (9), leader (9), group (9), research (9), social (8), relat (8), influenc (8),
Convention
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378676_index.html
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MLA Citation:

McNeal, Laura. "Hollow Hope: Urban School Leaders Unveiled" 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/p378676_index.html>

APA Citation:

McNeal, L. , 2009-11-19 "Hollow Hope: Urban School Leaders Unveiled" 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/p378676_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The Achievement Motivation Theory was used as a conceptual lens to examine urban high school student perceptions of their school principal as a change agent for educational equity within their schools. In addition, this study explored high-achieving urban students’ perceptions of their principal’s role in their academic success, and what impact if any, their principal had in shaping and influencing their academic trajectory. A qualitative approach utilizing semi-structured interviews and focus groups was employed to collect data for this study. Participants in this study were 80 high-achieving urban students in grades 11th through 12th from 15 different urban high schools in the Midwest.


Similar Titles:
Classroom Management, School Staff Relations, School Climate, and Academic Achievement: Testing a Model with Urban High School Teachers

“The More Things Change, the More They Stay the Same”: A Qualitative Study of School Turnaround and Special Education Students in an Urban High School

Perceptions of Both Gifted Students And Students Continuing Normal Education Related to Teaching Entrepreneurship Skills In The Curriculum of Social Studies Lesson


 
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