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The academic achievement gap: Educat...

Doerfler, Shawn,

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The academic achievement gap: Educational leadership, gender, and academic achievement /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The academic achievement gap: Educational leadership, gender, and academic achievement // Shawn Doerfler.
Author:	Doerfler, Shawn,
Description:	1 electronic resource (188 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 78-05, Section: A.
Contained By:	Dissertations Abstracts International78-05A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193860
ISBN:	9781369367089

The academic achievement gap: Educational leadership, gender, and academic achievement /
Doerfler, Shawn,

The academic achievement gap: Educational leadership, gender, and academic achievement /Shawn Doerfler. - 1 electronic resource (188 pages)

Source: Dissertations Abstracts International, Volume: 78-05, Section: A.

The purpose of this paper is to gain a better understanding of the complexity of how successful leaders perceive their role in creating a gender equitable environment, and further, how these leaders build capacity in their organizations to address gender gaps in academic performance. This study explored the perceptions of educators via interviews conducted at Jones High School and Miller High School, pseudonyms, to gain an understanding of how leaders perceived gender equity and, further, how they built capacity to achieve it. I found that the educational leaders interviewed perceived that girls performed better in classroom settings than boys as a result of their better connections to teachers and the classroom experience. Moreover, the educators interviewed perceived that girls outperformed boys because they are more prepared for academic success, have greater attention to detail, and complete tasks more consistently. Lastly, educators interviewed here revealed that girls found greater relevance in the work they were asked to complete in school. This study suggests that greater attention be paid in future research to how to establish strong connections between male students and their teachers, classroom environments, and school. The leaders of each of these high schools sought to build and maintain a gender equitable school by targeting the learning needs of all students. Programs and activities were specifically designed with the aim of affording an equitable environment for all students. In addition, the focus of future research should be on how educators can more intentionally account for the organizational factors which tend to create gaps in performance between students.

English

ISBN: 9781369367089Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic achievement

The academic achievement gap: Educational leadership, gender, and academic achievement /
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100 1 $a Doerfler, Shawn, $e author. $3 3771767
245 1 0 $a The academic achievement gap: Educational leadership, gender, and academic achievement / $c Shawn Doerfler.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 1 electronic resource (188 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertations Abstracts International, Volume: 78-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Brunner, Cryss Committee members: Alexander, Nicola; Krueger, Richard; Seashore, Karen.
502 $b D.Ed. $c University of Minnesota $d 2016.
520 $a The purpose of this paper is to gain a better understanding of the complexity of how successful leaders perceive their role in creating a gender equitable environment, and further, how these leaders build capacity in their organizations to address gender gaps in academic performance. This study explored the perceptions of educators via interviews conducted at Jones High School and Miller High School, pseudonyms, to gain an understanding of how leaders perceived gender equity and, further, how they built capacity to achieve it. I found that the educational leaders interviewed perceived that girls performed better in classroom settings than boys as a result of their better connections to teachers and the classroom experience. Moreover, the educators interviewed perceived that girls outperformed boys because they are more prepared for academic success, have greater attention to detail, and complete tasks more consistently. Lastly, educators interviewed here revealed that girls found greater relevance in the work they were asked to complete in school. This study suggests that greater attention be paid in future research to how to establish strong connections between male students and their teachers, classroom environments, and school. The leaders of each of these high schools sought to build and maintain a gender equitable school by targeting the learning needs of all students. Programs and activities were specifically designed with the aim of affording an equitable environment for all students. In addition, the focus of future research should be on how educators can more intentionally account for the organizational factors which tend to create gaps in performance between students.
546 $a English
590 $a School code: 0130
650 4 $a Educational leadership. $3 529436
650 4 $a School administration. $3 3172164
650 4 $a Gender studies. $3 2122708
650 4 $a Educational administration. $3 2122799
653 $a Academic achievement
653 $a Educational leadership
653 $a Gender
690 $a 0449
690 $a 0514
690 $a 0733
710 2 $a University of Minnesota. $b Organizational Leadership, Policy, and Development. $e degree granting institution. $3 3771768
720 1 $a Brunner, Cryss $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 78-05A.
790 $a 0130
791 $a D.Ed.
792 $a 2016
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193860