Investigating Relationships Among LI, CTE, Poverty,Student Achievement | Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement

Katherine Reddick

ISBN 10: 363976675X / ISBN 13: 9783639766752

Published by SPS, 2015

About this Item

Investigating Relationships Among LI, CTE, Poverty,Student Achievement | Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement | Katherine Reddick | Taschenbuch | 120 S. | Englisch | 2015 | SPS | EAN 9783639766752 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Seller Inventory # 104252703

Bibliographic Details

• Title: Investigating Relationships Among LI, CTE, Poverty,Student Achievement | Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement
• Publisher: SPS
• Publication Date: 2015
• Language: English
• ISBN 10: 363976675X
• ISBN 13: 9783639766752
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 8D millimeters 220 millimeters width by 150 millimeters height by 8 millimeters depth
• Weight: 197 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

Over the past decades educational and political leaders attempted to improve school performance. Yet still, there remain immense gaps in academic achievement between schools with high and low poverty rates. The expected gains to close the gap have not been achieved by the policies implemented, nor from the threats of sanctions for districts, school leaders, and teachers. The purpose of this quantitative study was to answer a primary question: Can specific leadership influence (LI), collective teacher efficacy (CTE), and socioeconomic status (SES) predict either alone or in combination, student achievement scores in Title I elementary schools? The study investigated the constructs’ effects exclusively among Title I elementary schools. The focus of analysis in this study included 23 Title I Schools. Among the schools, 308 teachers responded to the Collective Teacher Efficacy Scale and 265 responded to the Principal Instructional Management Rating Scale. Multiple regression analysis determined LI, CTE, and SES, together, were significant predictors of student achievement, explaining 65.2% of the variability in reading scores and 48.9% of the variability in math scores.

About the Author

I lived my childhood in foster care and never felt a sense of belonging when I was in school. Now, I have served 17 yrs. as a teacher and administrator in Title I schools. Today, I am an organizational psychologist in search of specific educator behaviors and attitudes found to improve academic performance for students living in poverty.