Abstract/Details

Closing the Student Achievement Gap in California's Elementary Schools: A Teachers' Perspective on Transformational Instructional Leadership


2010 2010

Other formats: Order a copy

Abstract (summary)

Policymakers and educational leaders have expressed alarm regarding America's vast and growing Student Achievement Gap (SAG) problem. Although most agree that this issue deserves attention, consensus dissolves around how to resolve it. This research suggested that "closing" SAG requires an "Integrated" educational leadership approach called Transformational Instructional Leadership (TIL). TIL was empirically tested in four elementary schools from a local district undergoing Program-based school improvement/reform to address its SAG. A quantitative, one-shot, two-group, survey-based, quasi-experimental evaluation research design was used to gather teacher perceptions of their principals' TIL leadership during the improvement/reform effort. Descriptive and non-parametric inferential statistics were used to determine if in implementing the same program -- Response to Intervention (RtI), schools whose leaders were perceived to evidence greater TIL reduced their SAGs more than schools whose leaders were perceived to evidence less. While TIL factors were universally perceived as being "present" in "gap closing" schools and mostly "not present" in the "non gap closing" ones, TIL "Added" only some "Value" in closing all of these schools' SAGs over and above the "Value Added" by RtI itself. Findings such as these were interpreted to suggest that perhaps thinking and research about "Integrated" forms of educational leadership, like TIL, need to move more along Program-based, instructionally-defined lines if they are to address the Student Achievement Gap problem.

Indexing (details)


Subject
Educational leadership;
School administration;
Academic achievement gaps;
Education policy;
Elementary schools;
Teachers
Classification
0449: Educational leadership
0514: School administration
Identifier / keyword
Education; Achievement gap; California; Instructional leadership; Integrated leadership; Reform; Transformational leadership
Title
Closing the Student Achievement Gap in California's Elementary Schools: A Teachers' Perspective on Transformational Instructional Leadership
Author
Rosinsky, Elisabeth
Number of pages
164
Publication year
2010
Degree date
2010
School code
0035
Source
DAI-A 72/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124477442
Advisor
Block, James H.
University/institution
University of California, Santa Barbara
University location
United States -- California
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3442863
ProQuest document ID
853755156
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/853755156
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.