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The chameleon effect and a high scho...

Fullen, Steve K.

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The chameleon effect and a high school in transformation: A study of high school leadership.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The chameleon effect and a high school in transformation: A study of high school leadership./
作者:	Fullen, Steve K.
面頁冊數:	202 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1997.
Contained By:	Dissertation Abstracts International71-06A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411307
ISBN:	9781124038544

The chameleon effect and a high school in transformation: A study of high school leadership.
Fullen, Steve K.

The chameleon effect and a high school in transformation: A study of high school leadership. - 202 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1997.

Thesis (Ed.D.)--University of Houston, 2010.

In 1969, the population of the State of Texas was approximately 11.196,730. The data show that the ethnic distribution was 73 percent for Whites, twelve percent for African Americans, three percent for Asians, and 37 percent for Hispanics. In 2009, the Texas school population was 34 percent White, 14 percent African Americans, and 48 percent Hispanic (U.S. Census Bureau, 2006-2008). This demographic transformation of schools in Texas and the United States has created a new educational environment for school principals. Expeditious demographic change may mean that students of color could walk into suburban schools ill-prepared to address their academic and social needs while teachers expect to teach traditional students.

ISBN: 9781124038544Subjects--Topical Terms:

1035576
Education, Leadership.

The chameleon effect and a high school in transformation: A study of high school leadership.
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245 1 4 $a The chameleon effect and a high school in transformation: A study of high school leadership.
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500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1997.
500 $a Adviser: Augustina Reyes.
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520 $a In 1969, the population of the State of Texas was approximately 11.196,730. The data show that the ethnic distribution was 73 percent for Whites, twelve percent for African Americans, three percent for Asians, and 37 percent for Hispanics. In 2009, the Texas school population was 34 percent White, 14 percent African Americans, and 48 percent Hispanic (U.S. Census Bureau, 2006-2008). This demographic transformation of schools in Texas and the United States has created a new educational environment for school principals. Expeditious demographic change may mean that students of color could walk into suburban schools ill-prepared to address their academic and social needs while teachers expect to teach traditional students.
520 $a This study conducted interviews with four principals from a single high school campus that transitioned from a 98 percent white student population to a 21.8 percent white student population school. The study attempted to capture the leadership practices and beliefs of each principal during the unique stages of transition and the challenges of changing demographics, changing social values, and the often conflicting belief systems of students, teachers and administrators (Holman & Deal, 1997; Hargreaves. 2003; Hersey, 1984). Four teachers whose tenure coincided with the principals' tenure were interviewed. Two community members were interviewed. The interviews were analyzed and triangulated with school documents, district documents, and archival information including data on programs and achievement. The study was a focused ethnography (ethnographic case study).
520 $a This study found the leadership practices of the four principals were consistently aligned with traditional and situational leadership theories. The community's changing political dynamics exerted an increasing influence on the selection of the principals and their approach to leadership. While color blind theory masked the school transitional culture, evidence of deficit thinking emerged from the data (Ogbu. 1992; Valencia, 1997). While the data supported the school was successful within the district context, on a national and state level, the schools academic excellence was more applicable to a few students.
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