dc.contributor.author	Spruill, Shawnda
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2021-10-28T15:33:15Z
dc.date.available	2021-10-28T15:33:15Z
dc.date.issued	2021-07
dc.identifier.other	F6BC14CC-BA83-7B96-4D29-5C41F7C75030	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5079
dc.description.abstract	After years of school improvement efforts to include Georgia’s four hundred-million-dollar Race to the Top grant, Georgia’s elementary, middle, and high schools have failed to significantly improve schoolwide student achievement. This qualitative portraiture study focused on three successful principals of previously chronically failing Title I schools in Glenn County, Georgia. Purposeful sampling methods were used to select principals based on three years of increases in College and Career Readiness and Performance Index (CCRPI) scores. Each principal was able to improve schoolwide student achievement thus having their schools removed from the chronically failing list. The purpose of this study was to understand the roles of identified school principals with regards to improving chronically failing Title I K-5 schools in Northeast Georgia. Data were collected using multiple virtual interviews with the participants, observations of the participants in their schools, and a review of school documents. The researcher collected field notes and used school documents to triangulate the data with information shared during the interviews. Data were analyzed using in vivo, values, process, and content coding methods. Themes were derived during the data analysis process to answer the research questions. The themes included participants’ experience in Title I, identifying student and staff needs, shared leadership, Title I budgeting, community partnership, intervention programs, collaborative planning, and culture and climate. Keywords: Title I, Leadership, Student achievement, School improvement, turnaround leadership, principals	en_US
dc.description.tableofcontents	List of Tables v -- List of Figures vi -- I. INTRODUCTION 1 -- Statement of the Problem 3 -- Purpose 4 -- Research Questions 4 -- Significance 4 -- Conceptual Framework 5 -- Summary of Methodology 12 -- Limitations 13 -- Definition of Terms 15 -- Summary 18 -- II. LITERATURE REVIEW 18 -- Introduction 18 -- Description of Literature 20 -- Historical Background of Reforms to Increase Student Achievement 20 -- Legislation, Initiatives, Purpose, and Results 21 -- Current Status of Educational Change in Georgia 28 -- Title I 32 -- The Challenge to Lead Change 41 -- Principal Readiness: Collegiate Programs 41 -- Principal Readiness: Prior Assistant Principal Experience 42 -- Principal Readiness: Mentorship 43 -- Leading School Change 45 -- Teacher Perception 52 -- Support 53 -- Part of the Decision-Making Process 54 -- Dedication to Improvement 56 -- Empirical Study on the Principal and Teacher Perception/Support 56 -- Culture 59 -- School Culture 60 -- Student Culture 63 -- Turnaround Leadership 65 -- Role of the Turnaround Leader 66 -- Instructional Leadership 69 -- Data Analysis 72 -- Summary 73 -- III. RESEARCH DESIGN AND METHODOLOGY 75 -- Methods 75 -- Research Design and Rationale 76 -- Research Setting 77 -- Participant Selection 78 -- Data Collection 80 -- Interviews 80 -- Observations 81 -- Documents 82 -- Data Analysis 83 -- Interviews 83 -- Observations/Field Notes 84 -- School Documents 85 -- Threats of Validity 85 -- IV. PORTRAITS 89 -- Portrait of Wendy Smith 89 -- The Art of the Start 89 -- Landscape and Sketching 100 -- Portrait of Victoria Date 105 -- The Art of the Start 105 -- Landscape and Sketching 110 -- Portrait of Ruby McNair 116 -- The Art of the Start 116 -- Landscape and Sketching 121 -- Summary 123 -- V. RESULTS 124 -- Cross Analysis 129 -- Leadership Basis 129 -- Mentoring and Experience in Title I schools 129 -- Shared Leadership 132 -- Identifying the Students’ Need 135 -- Culture and Climate 140 -- Identifying the Staff’s Need 143 -- School Funding 146 -- Title I Budget 147 -- Community Partners 151 -- Teaching and Learning 153 -- Collaborative Planning 153 -- Intervention 156 -- VI. CONCLUSION 159 -- Conclusion 159 -- Research Questions 159 -- Methods and Procedures 160 -- Interpretation of Findings 160 -- Implications of the Study 177 -- Limitations of Study 178 -- Recommendations for Future Research 180 -- Final Conclusions 181 -- References 183	en_US
dc.format.extent	1 electronic document, 211 pages. 1594300 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Academic achievement	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Educational leadership	en_US
dc.subject	School improvement programs	en_US
dc.subject	School principals	en_US
dc.title	Title I Principals' Leadership Experiences and Strategies Influence on School and Student Improvement	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Bochenko, Michael J.
dc.description.committee	Tsemunhu, Rudo E.
dc.description.committee	Truby, William F.
dc.description.committee	Gunn, Nicole P.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US