One Rural Elementary School's Experience in Becoming A School of Distinction

Smallwood, Zenobia Whichard

One Rural Elementary School's Experience in Becoming A School of Distinction

dc.contributor.author	Smallwood, Zenobia Whichard	en
dc.contributor.committeecochair	Burge, Penny L.	en
dc.contributor.committeecochair	Twiford, Travis W.	en
dc.contributor.committeemember	Crockett, Jean B.	en
dc.contributor.committeemember	Wilkins, May	en
dc.contributor.committeemember	Parson, Stephen R.	en
dc.contributor.department	Educational Leadership and Policy Studies	en
dc.date.accessioned	2011-08-22T18:50:31Z	en
dc.date.adate	2003-11-21	en
dc.date.available	2011-08-22T18:50:31Z	en
dc.date.issued	2003-04-03	en
dc.date.rdate	2004-11-21	en
dc.date.sdate	2003-11-11	en
dc.description.abstract	The purpose of this qualitative study was to describe overarching themes that were significant in helping a selected elementary school reach the standards for School of Distinction status. A descriptive case study design was used to identify answers to the overall guiding research question and subordinate questions formulated from the review of literature. A carefully planned sequence of questions was developed for each set of participants aimed at getting a detailed description of the school. Data collection procedures consisted of interviews, classroom observations, and review of school documents. Participants consisted of the principal, nine teachers and nine students from grades, 3, 4, 5 and a total of three parents who have children in these grades. Data from this study were used to compare and analyze key words, phrases, and/or direct quotes in order to identify and describe emerging, overarching, and supporting themes from the following domains: principal's leadership, teacher involvement, class size, student achievement, and parental involvement. Based on literature reviews, these domains were considered to be characteristics that contributed to promoting high student achievement and successful schools. Findings provided supporting themes that were organized around the study's domains. The supporting themes emerged from data triangulation on each of the domains. Based on the data collected and analyzed, the following nine conclusions were identified as contributing to the school's success: (1) a successful school staff maintains an instructional focus; (2) in a successful school, communication occurs among all stakeholders; (3) collaboration among teachers, parents, and the principal occur often in schools; (4) a successful school has a class size below twenty students; (5) a variety of complimentary programs led to school success; (6) a successful school has strong parental involvement; (7) a successful school has a nurturing staff; (8) a successful school has a stable staff; and (9) students perceive a successful school differently than the adults. Implications and recommendations for practice are provided for consideration for school districts with similar demographics to this study. Finally, recommendations for further studies are provided.	en
dc.description.degree	Ed. D.	en
dc.format.medium	ETD	en
dc.identifier.other	etd-11112003-083457	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-11112003-083457	en
dc.identifier.uri	http://hdl.handle.net/10919/11058	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	bodymatter.pdf	en
dc.relation.haspart	frontmatter.pdf	en
dc.relation.haspart	backmatter.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Academic achievement	en
dc.subject	Elementary Schools	en
dc.subject	Leadership	en
dc.subject	High Performing	en
dc.title	One Rural Elementary School's Experience in Becoming A School of Distinction	en
dc.type	Dissertation	en
thesis.degree.discipline	Educational Leadership and Policy Studies	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ed. D.	en