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Leadership Practices that Affect Student Achievement : = Facilitating High-Quality Learning Experiences for Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Leadership Practices that Affect Student Achievement :/
Reminder of title:	Facilitating High-Quality Learning Experiences for Students.
Author:	Gittens, Nicole.
Description:	1 online resource (134 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355869354

Leadership Practices that Affect Student Achievement : = Facilitating High-Quality Learning Experiences for Students.
Gittens, Nicole.

Leadership Practices that Affect Student Achievement :Facilitating High-Quality Learning Experiences for Students. - 1 online resource (134 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Boston College, 2018.

Includes bibliographical references

It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker's (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355869354Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Leadership Practices that Affect Student Achievement : = Facilitating High-Quality Learning Experiences for Students.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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502 $a Thesis (Ed.D.)--Boston College, 2018.
504 $a Includes bibliographical references
520 $a It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker's (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district.
520 $a This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students' backgrounds as a source of strength and not something to be ignored.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Educational leadership. $3 585508
650 4 $a Elementary education. $3 1148439
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