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Principal Leadership In High-Performing, High-Poverty Elementary Schools, Marc J. Cohen

Department of Educational Administration: Dissertations, Theses, and Student Research

The focus of this mixed methods study was on Maryland Title I elementary principals who led schools to achieving adequate yearly progress during the 2011-2012 school year. At the time of the study, slightly more than one third of the Title I elementary schools in Maryland and throughout the U.S., achieved this status (U.S. Department of Education, 2013).

In-depth interviews were conducted with twenty-five principals from Title elementary schools in Maryland. The Multifactor Leadership Questionnaire (MLQ) Leader Form was administered to the participants as well.

This study findings indicated,

1. Principals of high-performing, high-poverty elementary schools were more transformational in …

A Case Study: Exploring The Experiences Of Administrators And Teacher Leaders In A Midwestern Turnaround School, Bary Habrock

Department of Educational Administration: Dissertations, Theses, and Student Research

Economic conditions too often create disadvantages for students and their achievement in schools (Reeves, 2004). Educators must better understand high poverty and high minority schools that overcome the odds to improve student achievement. Researchers have studied turnaround schools that improve student achievement in chronically low-performing schools in a relatively short time period (Herman, Dawson, Dee, Greene, Maynard, Redding, & Darwin, 2008). Still there is inadequate national research on the actual experiences of principals and teachers in these schools as told through their perspectives.

This study identified themes from participant interviews to add to the research currently available in this area. …