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ERIC Number: ED547191
Record Type: Non-Journal
Publication Date: 2012
Pages: 160
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-4476-6
A Tale of Two Schools: Principal Practices That Support the Achievement of Low-Income Students in Demographically Diverse Schools
Brown, Goldy, III.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
The literature on principals shows a correlation between effective leadership and increases in student achievement. However, low-income students continue to be disproportionately represented among students who are below grade level in reading and math. No case studies using a student learning framework have been conducted on principals. To address this gap in the literature, this study addresses the following research question: What support do elementary principals in high-achieving schools provide that increases the achievement of low-income students, and in what ways, if at all, does this support vary based on the demographic diversity of the school population? The conceptual framework that drives this study is the Perspectives on Learning Environment framework. Data were collected using qualitative methods such as interviews and document analysis to find out what supports are provided by these principals that have contributed to increases in achievement of low-income students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A