School turnaround refers to the rapid, significant improvement in the academic achievement of persistently low-achieving schools (Peck & Reitzung, 2013). Over the past decade, school turnaround has become the United States’ response to chronically low-performing and failing schools. The turnaround model has emerged as an effective strategy with potential to lead to expedient results. The research on turnaround is limited, however; in fact, most research is concentrated on numerous case studies and is often focused on descriptions of the models used in school turnaround. The overarching question is what district level leadership, school level leadership, and classroom teacher practices emerge as part of the school turnaround reform process?
Major findings of the study indicate that 1) across all turnaround survey measures, the Data Teams Process, turnaround team support, and use of data as the most helpful elements of turnaround reform; 2) while turnaround team support was considered helpful at all levels within the district, it was also considered an obstacle by turnaround school leaders and turnaround teachers; 3) while the Data Teams Process was considered helpful at all levels within the district, it was also considered an obstacle by turnaround school leaders and turnaround teachers; 4) based on turnaround school leader perceptions, there are differences between turnaround schools and emerging turnaround schools in the area of community relations; (5) based on the turnaround teacher perceptions, there are differences between turnaround schools and emerging turnaround schools in the areas of mindset, climate and culture, effective teachers, and instructional support; and (6) perceptions of collective efficacy differ based on school performance scores which, correspond to turnaround status.
|Advisor:||Olivier, Dianne F.|
|Commitee:||Campbell, Kathleen, Del Favero, Frank S., Dick, Steven J.|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education|
|Keywords:||Collective efficacy, Data teams process, District practices, High quality teachers, School leadership, School turnaround reform|
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