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dc.contributor.authorPowell, Susan Tayloren_US
dc.date.accessioned2014-03-14T20:19:41Z
dc.date.available2014-03-14T20:19:41Z
dc.date.issued2004-12-03en_US
dc.identifier.otheretd-12032004-140731en_US
dc.identifier.urihttp://hdl.handle.net/10919/29892
dc.description.abstractStudents in many at-risk schools are not achieving at the same academic levels as their counterparts in middle-class schools. Many live in poverty, lack background experiences that would help them be successful, have parents who have not completed high school and may not speak English as their first language. The challenge for educators is how to ensure these students are successful despite these obstacles. This is even more critical today due to the rigid standards set by both state and federal legislation with the advent of the Standard of Learning tests in Virginia and the federal No Child Left Behind legislation. Students not meeting these standards will not be eligible to graduate from high school, a prerequisite for social and economic success in our society. A review of the literature indicates that the behaviors and practices of the principal influence and contribute to the success of students and leads to the thesis of this study: Effective leadership contributes to school success. Two key questions are asked: "What are the leadership behaviors and practices of principals in highly successful school with high concentrations of at-risk students?" and "How do principals in these schools influence the learning outcomes to close the achievement gap?" This study answers these questions by examining the behaviors and practices of principals in successful at-risk schools with a study of one successful at-risk school supported by a survey of the teachers in that school and two other successful at-risk schools. The findings led to some of the following conclusions: the vision of the principal is paramount for school success; the culture of the school must be as nurturing to teachers as the students; the teaching of the curriculum is foremost; the principal protects time for teaching and provides programs to address individual students' differences; the culture must embrace families as it does teachers and students; the principal is sometimes a "benign dictator" who makes decisions without the consideration of the teachers, and the primary job of the principal is instructional leader. Some of the recommendations propose that principals in at-risk schools know and articulate a vision for their schools success; create a warm and nurturing environment for all stakeholders; know the curriculum and recognize effective classroom instruction; provide programs that address individual students' needs and time on task for learning; understand when they must be the "benign dictator" instead of a collaborative leader; and use effective managerial skills in order to perform the primary job of principal: instructional leader.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartPowelldissertationdec6.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectadministratorsen_US
dc.subjectprincipalsen_US
dc.subjectleadershipen_US
dc.subjecteffective schoolsen_US
dc.titleLeadership and School Success: The Practices and Behaviors of Principals in Successful At-risk Schoolsen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairParson, Stephen R.en_US
dc.contributor.committeememberMallory, Walter D.en_US
dc.contributor.committeememberRalston, Wayne A.en_US
dc.contributor.committeememberAlexander, Daviden_US
dc.contributor.committeememberSalmon, Richard G.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12032004-140731/en_US
dc.date.sdate2004-12-03en_US
dc.date.rdate2005-12-08
dc.date.adate2004-12-08en_US


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