Advisor
Cohen, Michael
Committee Member
Cieminski, Amie
Committee Member
Pierce, Corey
Committee Member
Larkins, Randy
Department
College of Education and Behavior Sciences; School of Education, Educational Leadership and Policy Studies
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley, (Colo.)
Publisher
University of Northern Colorado
Date Created
12-2020
Extent
216 pages
Digital Origin
Born digital
Abstract
An education system where every student is successful has been a primary goal for the United States. Increasing student achievement for student populations identified as at risk for not meeting educational goals is imperative for students, school leaders and educators, policymakers, businesses, and taxpayers across the nation. The purpose of this qualitative, multiple-case study was to explore and describe practices and actions used by educational leaders in two successful high-poverty Title I schools who influenced sustained achievement. Three themes were identified in each school through thematic analysis of interviews, observations, and documents. For one school, the three themes were (a) a high-quality team, (b) practices to maximize learning, and (c) a caring culture. For the second school, the three themes were (a) systems for learning, (b) functioning as a team, and (c) a student-focused staff. The findings indicated that leaders utilized systems to influence sustained achievement that was corroborated in educational leadership literature. This study extended research on Title I schools by specifically looking at leader practices and actions in high-poverty public elementary schools that sustained achievement beyond two consecutive years in Colorado. The results of this study may provide educational leaders and policymakers with insights on leaders’ use of systems: instructional leadership, a caring culture focused on students, and increasing student learning.
Degree type
EdD
Degree Name
Doctoral
Local Identifiers
Fodness_unco_0161D_10880.pdf
Rights Statement
Copyright is held by the author.
