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Making a difference with high povert...

University of Houston.

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Making a difference with high poverty, Hispanic, English-Language-Learners: One principal's story.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Making a difference with high poverty, Hispanic, English-Language-Learners: One principal's story./
作者:	Rodriguez, Linda M.
面頁冊數:	148 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1245.
Contained By:	Dissertation Abstracts International69-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3309557
ISBN:	9780549577010

Making a difference with high poverty, Hispanic, English-Language-Learners: One principal's story.
Rodriguez, Linda M.

Making a difference with high poverty, Hispanic, English-Language-Learners: One principal's story. - 148 p.

Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1245.

Thesis (Ed.D.)--University of Houston, 2008.

The purpose of this research was to explore the leadership practices of a principal in a high performing elementary school with an enrollment of high poverty, Hispanic. English-Language-Learners (ELL) and determine what influences guided those practices.

ISBN: 9780549577010Subjects--Topical Terms:

626645
Education, Administration.

Making a difference with high poverty, Hispanic, English-Language-Learners: One principal's story.
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245 1 0 $a Making a difference with high poverty, Hispanic, English-Language-Learners: One principal's story.
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500 $a Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1245.
502 $a Thesis (Ed.D.)--University of Houston, 2008.
520 $a The purpose of this research was to explore the leadership practices of a principal in a high performing elementary school with an enrollment of high poverty, Hispanic. English-Language-Learners (ELL) and determine what influences guided those practices.
520 $a An exploratory, qualitative case study research design was used (Merriam, 2002). A purposive sample was selected which allowed for a greater likelihood of discovering the context-driven leadership practices explored (Denzin & Lincoln, 2000). The principal participant and other school participants were interviewed, re-interviewed, and observed over a period of four years.
520 $a Data for this study were collected from research field notes, interviews of the principal, interviews of teachers and other personnel, school observations, and review of school documents (Guba & Lincoln, 1989). Interviews consisted of a semi-structured in-depth face-to-face interview with the school principal, follow-up interviews, and third party interviews with persons who could support and/or negate data collected (Kvale, 1996). Observations were conducted using a principal observation protocol. Qualitative information-rich data obtained from interviews was transcribed, analyzed and categorized into emerging themes and patterns using qualitative data analysis techniques (Denzin & Lincoln, 2001; Kvale. 1996). Triangulation, member checks, peer reviews, and deep description were used to help improve the trustworthiness of the data (Lincoln & Guba, 1986).
520 $a This study found three major traditional leadership practices consistent with traditional leadership theory. The findings included reshaping a school culture, a focus on achievement, and traditional parental involvement practices. In addition, nontraditional parental involvement practices grounded in use of parental involvement in the context of historical, social, and cultural foundations (Trueba, 1999) were also found.
520 $a Based on the results of this study, professional development for school administrators should continue to include traditional leadership practices grounded in traditional leadership theory and non-traditional leadership practices grounded in the principles that establish the relationship among culture, language, and cognition as it impacts student achievement.
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