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Principals' perceptions of teacher q...

White-Smith, Kimberly A.

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Principals' perceptions of teacher quality in high performing, low-income, minority elementary schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Principals' perceptions of teacher quality in high performing, low-income, minority elementary schools./
Author:	White-Smith, Kimberly A.
Description:	139 p.
Notes:	Adviser: Etta R. Hollins.
Contained By:	Dissertation Abstracts International65-12A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3155497
ISBN:	9780496163014

Principals' perceptions of teacher quality in high performing, low-income, minority elementary schools.
White-Smith, Kimberly A.

Principals' perceptions of teacher quality in high performing, low-income, minority elementary schools. - 139 p.

Adviser: Etta R. Hollins.

Thesis (Ed.D.)--University of Southern California, 2004.

Contrary to the latest research on teacher quality, years of teacher experience and credential status were not significant indicators of teacher quality. However, the researcher suggests that context is important in interpreting the research findings.

ISBN: 9780496163014Subjects--Topical Terms:

626645
Education, Administration.

Principals' perceptions of teacher quality in high performing, low-income, minority elementary schools.
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100 1 $a White-Smith, Kimberly A. $3 1271839
245 1 0 $a Principals' perceptions of teacher quality in high performing, low-income, minority elementary schools.
300 $a 139 p.
500 $a Adviser: Etta R. Hollins.
500 $a Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4455.
502 $a Thesis (Ed.D.)--University of Southern California, 2004.
520 $a Contrary to the latest research on teacher quality, years of teacher experience and credential status were not significant indicators of teacher quality. However, the researcher suggests that context is important in interpreting the research findings.
520 $a The qualitative case study method was used to answer the question: What practices are promoted by principals of high performing, low-income, minority schools to maintain exceptional teacher quality and instruction? This was accomplished by investigating the hiring and staff development practices of principals in high-performing, low-income, minority elementary schools. Currently, African American and Latino children achieve at levels far below their European American peers. Yet, a few schools have risen to the challenge of educating the nation's neediest students. Principals of three schools that have accomplished that precise goal participated in this study. The participants are administrators of public schools that successfully educate poor and historically underserved minority students. The schools selected for this study are considered atypical because of their uncharacteristic ability to maintain high test scores despite the large minority and poor populations they serve. In the state of California these schools are considered outliers.
520 $a The research findings suggest that good teachers have high expectations for students, assess student progress continuously, encourage student engagement, and possess a large repertoire of teaching strategies. The data also revealed that all of the principals use professional development as a means to increase instructional efficacy. The participants agreed that district training sessions were not sufficient in motivating and sustaining high quality teacher practice and preferred site-based development.
520 $a The point of this research was not to confirm the ills of the educational system, but to gain a better understanding of what works, with the hope of contributing to fixing what is broken. The findings from this study have implications for universities, districts, schools, and communities. However, to make significant changes to the educational system as a whole requires the voice of all the participants. In order to create meaningful change for children and communities, all stakeholders have to participate in exploring the evidence and finding the solution.
590 $a School code: 0208.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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690 $a 0514
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690 $a 0727
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 65-12A.
790 $a 0208
790 1 0 $a Hollins, Etta R., $e advisor
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3155497