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dc.contributor.advisorNelson, Sarah W.
dc.contributor.authorKent, Christine L. ( )
dc.date.accessioned2017-04-10T18:16:12Z
dc.date.available2017-04-10T18:16:12Z
dc.date.issued2014-12
dc.identifier.citationKent, C. L. (2014). The impact of principal's actions on high performing Hispanic schools (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/6552
dc.description.abstractAs changing demographics have shifted Texas to a majority-minority state, Texas public schools have struggled to address the needs of both the changing population and the longstanding disparities in educational achievement between racial and ethnic groups. Building on research by Reyes, Scribner, and Scribner (1999), this study identifies the actions of principals in high performing Hispanic schools in Texas. Looking through the lens of sociocultural theory, this study operationalizes the four aspects of the Implementing Best Practices dimension of the framework developed by Reyes, Scribner, and Scribner (1999): advocacy-oriented assessment, culturally responsive pedagogy, collaborative governance and leadership, and community and family involvement. In addition to demonstrating the continued relevance of the Reyes, Scribner, and Scribner (1999) work, this study suggests additional pieces of the framework. Further, this research reveals a relationship between principal mindset and sustainability of school improvement efforts. The results of this study have implications for policy-makers, those who prepare educational leaders, and researchers of school improvement practices.
dc.formatText
dc.format.extent190 pages
dc.format.medium1 file (.pdf)
dc.language.isoen
dc.subjectSchool improvement
dc.subjectEducational equity
dc.subjectHispanic students
dc.subjectPrincipal preparation
dc.subjectCommunity engagement
dc.subjectEducational leadership
dc.subjectTurnaround Principal
dc.titleThe Impact of Principal's Actions on High Performing Hispanic Schools
txstate.documenttypeDissertation
dc.contributor.committeeMemberGideon, Barbara H.
dc.contributor.committeeMemberMartinez, Melissa A.
dc.contributor.committeeMemberGordon, Stephen P.
thesis.degree.departmentCounseling, Leadership, Adult Education and School Psychology
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology


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