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ERIC Number: EJ1318521
Record Type: Journal
Publication Date: 2021-Oct
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1064-4474
EISSN: N/A
How California School Principals and Teachers Engage Academic Optimism to Maximize Equity in Student Learning within Low Socio-Economic Status (SES) Schools
Marcos, Teri; Wise, Don; Loose, William; Belenardo, Susan; Padover, Wayne
Educational Leadership and Administration: Teaching and Program Development, v33 p1-17 Oct 2021
This mixed-method phenomenological study reports findings of 144 urban California educational leaders' and teachers' views about the identified effects Academic Optimism has on supporting equitable growth in student learning within ten low SES schools. Hoy, Tartar and Woolfolk-Hoy (2006) examined how Academic Optimism was a general demonstrable second order construct of successful urban schools. This study seeks to compare the findings of Hoy et al. to that of 144 California TK-8 school leaders' and teachers' perceptions regarding both the presence of Academic Optimism at ten low SES school sites, and its effects on equitable growth in student learning across student groups.
California Association of Professors of Education Administration. Web site: http://www.capea.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A