Dissertation/Thesis Abstract

Large North Carolina elementary schools: A qualitative study of school culture and academic achievement
by Stone, Kimberlee A., Ed.D., University of Phoenix, 2009, 438; 3381830
Abstract (Summary)

Nationwide educational leaders embrace the necessity of increasing student achievement and are faced with mounting challenges to meet the ever-increasing demands of state and federal accountability mandates. This qualitative, grounded theory study focused on cultural traits of successful large elementary schools in North Carolina. Data collected through one-on-one interviews with 22 administrators, teachers, and parents resulted in four saturated themes: transformational leadership, collaborative practice, teacher empowerment, and parental and community involvement. The collapse of these themes indicated that school leadership was vital in sustaining a positive school culture that supported high student achievement in large schools. The knowledge gained from the study suggests that replication of the theory is possible within other states.

Indexing (document details)
Advisor: Saxton, Joseph, Jr.
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 70/09, Dissertation Abstracts International
Subjects: School administration, Elementary education
Keywords: Academic achievement, Elementary schools, Large elementary schools, North Carolina, School culture, School size, Student achievement
Publication Number: 3381830
ISBN: 978-1-109-41503-2
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