NotesFAQContact Us
Search Tips
ERIC Number: ED565550
Record Type: Non-Journal
Publication Date: 2013
Pages: 220
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-8534-7
What Do Successful Elementary Leaders Perceive That They Do That Promotes Academic Success of At-Risk Students?
Maness, Norma Jean H.
ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro
High school dropouts are an ongoing concern in North Carolina. Although improvements have been made in recent years, 13,488 North Carolina students did not complete high school in 2011-2012 (Public Schools of North Carolina Consolidated Report, 2011-2012). This research study seeks to identify common, specific characteristics, strategies, and techniques that effective elementary school administrators demonstrate that they perceive increases the learning of at risk students. A multisite case study was implemented utilizing multiple interviews, observations, and document analysis in order to provide an accurate portrayal of actual characteristics, strategies, and techniques employed by different elementary administrators who have been proven to be successful with at risk students. Data from four elementary principals was triangulated in order to identify common characteristics, behaviors, and strategies for each of the principals identified as successful with at-risk elementary students. Presentation of findings is reported through a description of common perceptions of dropouts and instructional and non-instructional perspectives that positively impact at-risk students. Common principal perceptions of at risk students include low academics, lack of parental support, lack of vision/motivation, and limited or negative home environment. Elementary school administrators' instructional perspectives that positively impacted at-risk students included areas such as curriculum focus, instructional monitoring, high expectations for staff and students, and specific instructional strategies. Elementary school administrators' non-instructional perspectives that positively impacted at-risk students were relationships with all stakeholders, open communication, and motivational, non-instructional activities. The intent of this study was to provide educational leaders and preparation programs perceived characteristics, strategies, and techniques that were common among elementary principals who were identified as being effective with at-risk students. As a supervisor of elementary principals, my research has focused on the most important qualities of effective administrators who strive to be successful with at-risk 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: High Schools; Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina