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Opis

Over the past decades educational and political leaders attempted to improve school performance. Yet still, there remain immense gaps in academic achievement between schools with high and low poverty rates. The expected gains to close the gap have not been achieved by the policies implemented, nor from the threats of sanctions for districts, school leaders, and teachers. The purpose of this quantitative study was to answer a primary question: Can specific leadership influence (LI), collective teacher efficacy (CTE), and socioeconomic status (SES) predict either alone or in combination, student achievement scores in Title I elementary schools? The study investigated the constructs' effects exclusively among Title I elementary schools. The focus of analysis in this study included 23 Title I Schools. Among the schools, 308 teachers responded to the Collective Teacher Efficacy Scale and 265 responded to the Principal Instructional Management Rating Scale. Multiple regression analysis determined LI, CTE, and SES, together, were significant predictors of student achievement, explaining 65.2% of the variability in reading scores and 48.9% of the variability in math scores.

Szczegóły książki

Kategoria Knihy po anglicky Society & social sciences Education Organization & management of education

• Pełny tytuł: Investigating Relationships Among LI, CTE, Poverty, Student Achievement
• Autor: Reddick Katherine
• Język: Angielski
• Oprawa: Miękka
• Liczba stron: 120
• EAN: 9783639766752
• ISBN: 363976675X
• ID: 09526493
• Wydawca: Scholars' Press
• Waga: 186 g
• Wymiary: 229 × 152 × 8 mm
• Data wydania: 28. July 2015

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