Healing Schools That Hurt: The Principal's Impact on School Improvement in High -Stakes Situations
Woods, Joann Thomas
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/79793
Description
Title
Healing Schools That Hurt: The Principal's Impact on School Improvement in High -Stakes Situations
Author(s)
Woods, Joann Thomas
Issue Date
2004
Doctoral Committee Chair(s)
Gutierrez, Rochelle
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Language
eng
Abstract
The findings indicated a priority by these principals in regard to effective schools skills in establishing a conducive student-centered learning environment. Principal and teacher interviews also highlighted many of the negative and demoralizing aspects of high stakes situations. Culturally relevant leadership may also be beneficial in educating students of color in our urban schools. A sense of school ownership and a caring leadership are instrumental in healing these hurting schools.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
