Principals as change agents : campus leadership in Texas public school districts achieving district-wide success serving children of color and children of poverty /
This dissertation is about Texas public school principals' perceptions of their contribution to district-wide success in school districts serving a majority population of children of color and children living in poverty. The purpose of the research was to develop an understanding of the role o...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=729050751&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This dissertation is about Texas public school principals' perceptions of their contribution to district-wide success in school districts serving a majority population of children of color and children living in poverty. The purpose of the research was to develop an understanding of the role of the campus administrator in systemic reform movements in an effort to increase student achievement and provide an equitable academic experience for all students. This research was a piece of a larger study funded by the Sid Richardson Foundation. The research was conducted with a collaborative team made up of members from The University of Texas, Texas A&M University, and The Charles Dana Center. This research was guided by questions regarding the principal as a change-agent, relationships within the school setting, and belief systems. Qualitative research methods were utilized for this study. The data was collected through a series of interviews both individuals and groups. The data was analyzed using the Folio Views (Folio Corporation, Provo, Utah). The findings of this study revealed that administrators who were serving on campuses contributing to district-wide academic success for all students, served as a role model for change on their campus during district-wide reformation initiatives, developed meaningful relationships with parents, teachers, and students, were instructional leaders who developed a framework for assessment and curricular focus, strongly believed that all students can and will be successful academically and modeled those beliefs in all aspects of their daily routines. In addition, these principals were open to sharing their Faith and how they rely on spirituality for renewal and support. These findings, with regard to a more caring and supportive campus administrator, are quite timely as our education system continues to increase accountability for academic performance and strive for an equitable educational experience for all children. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xiv, 140 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 123-131). |