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    The Response of School Leaders to Equity Demands in the Environment of Accountability

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    Author
    Saliba, Mark Ronald
    Issue Date
    2007
    Keywords
    accountability
    achievement
    diversity
    equity
    leadership
    principal
    Committee Chair
    Bosworth, Kris
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Principals and instructional coaches from four high-performing and equitable-performing elementary schools stratified by socioeconomic level were interviewed. The main concern of participants was meeting student performance challenges set by accountability systems and measured by mandated tests. This concern was manifested in a focus on the needs and educational progress of individual children. Other participant concerns included investing in teachers, analyzing test data collaboratively, intervening on behalf of struggling students, dealing with the current accountability environment, building productive learning environments, achieving educational equity, and maintaining identity as a leader. Participants demonstrated a rather low knowledge of accountability system mechanics and ambivalence about accountability system features; however, they fully embraced the spirit of "leaving no child left behind." They also emphasized many elementes of leadership that predate the current accountability environment, including instructional leadership, professional learning communities, and high expectations for students. Although categories were consistent among the schools, other factors co-vary with school size (performance unit of analysis) or school socioeconomic status (future vs. present orientation). A statistical measure for evaluating the educational equity of schools is introduced.
    Type
    text
    Electronic Dissertation
    Degree Name
    EdD
    Degree Level
    doctoral
    Degree Program
    Educational Leadership
    Graduate College
    Degree Grantor
    University of Arizona
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