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Download full textWorkman, Julie; Wake, Donna – Educational Leadership and Administration: Teaching and Program Development, 2022
This study uses an explanatory sequential mixed-methods approach to examine principals'responses to their schools' disproportionate discipline data in five schools located in the ruralsoutheastern United States. Semi-structured interviews were analyzed for principals' insight intotheir school discipline data. Results indicated that Black students…
Descriptors: Discipline, Disproportionate Representation, Rural Schools, Geographic Regions
Marcos, Teri; Wise, Don; Loose, William; Belenardo, Susan; Padover, Wayne – Educational Leadership and Administration: Teaching and Program Development, 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…
Descriptors: Principals, Elementary School Teachers, Academic Achievement, Positive Attitudes
Buckner-Capone, Anji; Duckor, Brent – Educational Leadership and Administration: Teaching and Program Development, 2021
School climate is important for continuous improvement. California's LCFF requires districts to report on school climate and use data to inform decision making. Qualitative data, derived from an explanatory sequential mixed-methods study, explored three belief constructs and sub-groups by response patterns. Education leaders have a range of…
Descriptors: Superintendents, Administrator Attitudes, Beliefs, Educational Environment
Brown, Kelly – Educational Leadership and Administration: Teaching and Program Development, 2022
It is estimated that 1.6 billion students were displaced from the traditional school building in 2020 due to the COVID-19 pandemic (UN, 2022; IMF, 2020). While the drastic change in how society normally functions was a shock for everyone, children and historically marginalized people suffered disproportionately severe impacts (GHO, 2022; UNESCO,…
Descriptors: COVID-19, Pandemics, Superintendents, School Closing
