Addressing the academic achievement of at-risk students through a leadership team approach
| dc.contributor.advisor | Garza, Encarnación | |
| dc.contributor.author | Gear, Maria Guadalupe | |
| dc.contributor.committeeMember | Murakami-Ramalho, Elizabeth | |
| dc.contributor.committeeMember | Rodríguez, Mariela | |
| dc.contributor.committeeMember | Smith, Page | |
| dc.date.accessioned | 2024-02-09T21:11:14Z | |
| dc.date.available | 2024-02-09T21:11:14Z | |
| dc.date.issued | 2011 | |
| dc.description | This item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID. | |
| dc.description.abstract | Establishing learning environments and instructional practices that are conducive to at-risk students' learning is a daunting task for today's school leaders especially in the midst of federal, state, and local accountability mandates. Academic, social, and economic risk factors add to the complexity of at-risk student learning. The purpose of this single case study was to explore the perceptions and behaviors of a team of school leaders that led to the academic achievement of at-risk students in an urban high school. The research question in this study was approached through a qualitative single case study methodology to identify school leader attributes, beliefs, and behaviors that contributed to the academic achievement of at-risk students. Data was collected through in-depth semi-structured interviews, observation/field notes, document reviews, and reflective journal entries. The school principal, four academic deans/assistant principals, and a lead counselor were purposefully selected based on their leadership capacity at the research site. Results from the study revealed a strong cohesion among the team of school leaders that helped to establish an environment that met student learning needs. Effective relationships between the leadership team and stakeholders prompted a communal effort to address academic achievement. Additionally, school leaders were found to take an active role in promoting instructional practices that were both goal oriented and responsive to student needs. | |
| dc.description.department | Educational Leadership and Policy Studies | |
| dc.format.extent | 244 pages | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.isbn | 9781267084705 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12588/3517 | |
| dc.language | en | |
| dc.subject | Academic Achievement | |
| dc.subject | At-Risk Students | |
| dc.subject | High School | |
| dc.subject | School leadership team | |
| dc.subject.classification | Educational leadership | |
| dc.title | Addressing the academic achievement of at-risk students through a leadership team approach | |
| dc.type | Thesis | |
| dc.type.dcmi | Text | |
| dcterms.accessRights | pq_closed | |
| thesis.degree.department | Educational Leadership and Policy Studies | |
| thesis.degree.grantor | University of Texas at San Antonio | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Education |
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