東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effective leadership characteristics...

Gates, Demarcus L.

FindBook

Google Book

Amazon

博客來

Effective leadership characteristics of urban school principals on student achievement in Alabama.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effective leadership characteristics of urban school principals on student achievement in Alabama./
作者:	Gates, Demarcus L.
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3542034
ISBN:	9781267692917

Effective leadership characteristics of urban school principals on student achievement in Alabama.
Gates, Demarcus L.

Effective leadership characteristics of urban school principals on student achievement in Alabama. - 127 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2012.

This study focused on leadership characteristics of the principals in the schools of an urban school district in Alabama. The district is located in Alabama with a student population of approximately 30,000 students. The school district has fifty-four schools thirty-five elementary schools, 12 middle schools, and 7 high schools. The school district's has a population of 25,486. The districts racial breakdown is 24,383 African Americans, 761 Hispanics, 247 Whites and 65 other. The researcher studied the schools' academic performance based on each schools adequate yearly progress per the No Child Left Behind Act of 2001 (NCLB), over the past school year (2010--2011). The researcher examined the following characteristics of urban school principals: principal's years of service, education level, gender, race and their effects on student achievement per the NCLB Act of 2001. This dissertation analyzed effective leadership practices of urban school principals in an urban school district in Alabama. This research explored the effects of gender, race, and years of service on the academic achievement of students based on Alabama's Adequate Yearly Progress. This ex post facto study used archival data from an Urban Alabama School Districts Board of Education Human Resources and a Urban Alabama School Districts Board of Education Testing Department. A Chi-square and multiple logistic regression analysis were used to analysis the data. The data suggested that neither race, gender, nor years of service had a significant impact on student achievement as measured by the No Child Left Behind Acts adequate yearly Progress (AYP) Standards. However, the data did revealed that the data samples in some areas of the research were limited due to the size of the data sample which could lead to different outcomes with a larger data sample.

ISBN: 9781267692917Subjects--Topical Terms:

1035576
Education, Leadership.

Effective leadership characteristics of urban school principals on student achievement in Alabama.
LDR:02755nam a2200289 4500 001 1966794
005 20141112075111.5
008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267692917
035 $a (MiAaPQ)AAI3542034
035 $a AAI3542034
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gates, Demarcus L. $3 2103666
245 1 0 $a Effective leadership characteristics of urban school principals on student achievement in Alabama.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: Douglas Dewitt.
502 $a Thesis (Ph.D.)--Capella University, 2012.
520 $a This study focused on leadership characteristics of the principals in the schools of an urban school district in Alabama. The district is located in Alabama with a student population of approximately 30,000 students. The school district has fifty-four schools thirty-five elementary schools, 12 middle schools, and 7 high schools. The school district's has a population of 25,486. The districts racial breakdown is 24,383 African Americans, 761 Hispanics, 247 Whites and 65 other. The researcher studied the schools' academic performance based on each schools adequate yearly progress per the No Child Left Behind Act of 2001 (NCLB), over the past school year (2010--2011). The researcher examined the following characteristics of urban school principals: principal's years of service, education level, gender, race and their effects on student achievement per the NCLB Act of 2001. This dissertation analyzed effective leadership practices of urban school principals in an urban school district in Alabama. This research explored the effects of gender, race, and years of service on the academic achievement of students based on Alabama's Adequate Yearly Progress. This ex post facto study used archival data from an Urban Alabama School Districts Board of Education Human Resources and a Urban Alabama School Districts Board of Education Testing Department. A Chi-square and multiple logistic regression analysis were used to analysis the data. The data suggested that neither race, gender, nor years of service had a significant impact on student achievement as measured by the No Child Left Behind Acts adequate yearly Progress (AYP) Standards. However, the data did revealed that the data samples in some areas of the research were limited due to the size of the data sample which could lead to different outcomes with a larger data sample.
590 $a School code: 1351.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
650 4 $a Education, School Administration. $3 1669346
690 $a 0449
690 $a 0514
690 $a 0461
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 74-02A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3542034