Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Principals' Lived Experiences In Childhood Poverty Impacting Resiliency Of Students In Poverty, Jonathan Rasmussen
Principals' Lived Experiences In Childhood Poverty Impacting Resiliency Of Students In Poverty, Jonathan Rasmussen
Electronic Theses and Dissertations
The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it examines …
Phenomenological Study Of Urban Elementary Principals: Reading-Proficient Students With Learning Disabilities, Elizabeth Theis
Phenomenological Study Of Urban Elementary Principals: Reading-Proficient Students With Learning Disabilities, Elizabeth Theis
Electronic Theses and Dissertations
Changes in the demands on educational leaders have necessitated shifts in the roles and responsibilities of school principals. Meeting the needs of students with disabilities is among the critical challenges that administrators face today. The purpose of this study was to examine the lived experiences of elementary school principals where students with Specific Learning Disabilities (SLD) demonstrate reading proficiency. Phenomenological research was conducted to identify the themes associated with effective school leadership, related to this specific population, students with SLD. Informal, non evaluative observations were conducted in conjunction with analysis of leadership summaries that were submitted by teachers who were …
Urban School Principal Rated As Highly Effective: Support And Culture For Co-Teaching, Michelle San
Urban School Principal Rated As Highly Effective: Support And Culture For Co-Teaching, Michelle San
Electronic Theses and Dissertations
The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010; Nichols, Dowdy, & Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend & Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker & Murawski, 2003; Murawski & Dieker, 2008; Murawski & Dieker, 2004; Scruggs et al., 2007). …