Dissertation/Thesis Abstract

District and School Leadership Perceptions of School Turnaround and Teacher Advancement Program (TAP) Reform Practices
by Bernard, Ladale Lemoine, D.E., University of Louisiana at Lafayette, 2018, 193; 10846513
Abstract (Summary)

With an increased focus on school accountability and school improvement, efforts to quickly improve or turnaround low performing schools are on the rise. School turnaround is a complex concept with a myriad of social, political, and economic aspects (CPRE, 2013, p. 8). While each school is different, there are generally several practices and changes, that if addressed will result in quick improvements among most low performing schools. This dissertation addressed perceptions of district and school leaders, the importance of climate and culture in the turnaround process, and the support needed to sustain the positive efforts in the turnaround process. The overarching research question that guided this study was, what leadership practices do school leaders and district leaders believe are vital to the turnaround process?

Indexing (document details)
Advisor: Olivier, Dianne F.
Commitee: Del Favero, Frank S., Griggs, Dana
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 80/08(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Leader, Practices, Reform, School, TAP, Turnaround
Publication Number: 10846513
ISBN: 978-1-392-04190-1
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