Dissertation/Thesis Abstract

Compassion, accountability, and collaboration: Effective teachers in high poverty schools
by Gallagher, Michael Arthur, Ed.D., San Francisco State University, 2011, 255; 3465665
Abstract (Summary)

This study generated theories about characteristics and practices that contribute to and support teacher effectiveness in two high performing, high poverty elementary schools in San Vicente (pseudonym) County, California while identifying outcomes teachers in these schools seek for their students. The study included faculty surveys, principal interviews, and multiple interviews and observations of two subject teachers at each school as representative case studies. Effective teachers in these high poverty schools drew on their own life experiences and sought both academic and social-emotional outcomes for their students while displaying characteristics of compassion: demonstrating authentic caring, building social capital, and employing aspects of critical pedagogy. These qualities were bound by high expectations. Effectiveness was supported by collaboration and comprehensive data/accountability systems.

Indexing (document details)
Advisor: Borjian, Ali
Commitee: Lee, Wanda, Whittaker, Andrea
School: San Francisco State University
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 72/10, Dissertation Abstracts International
Subjects: Educational leadership, Elementary education, Teacher education
Keywords: Accountability, Collaboration, Compassion, Critical pedagogy, High poverty schools, Social capital, Teacher efficacy
Publication Number: 3465665
ISBN: 978-1-124-77884-6
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