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?
|Advisor:||Olivier, Dianne F.|
|Commitee:||Del Favero, Frank S., Griggs, Dana|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Keywords:||Leader, Practices, Reform, School, TAP, Turnaround|
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