Name: Investigating Relationships Among li, Cte, Poverty,Student Achievement: Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement (en Inglés)
SKU: 62591911
Price: 9815.00 UYU
Availability: InStock
Author: Katherine Reddick
ISBN: 9783639766752

portada Investigating Relationships Among li, Cte, Poverty,Student Achievement: Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement (en Inglés)

Investigating Relationships Among li, Cte, Poverty,Student Achievement: Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement (en Inglés)

Formato

Libro Físico

Editorial

Scholars' Press

Autor

Katherine Reddick

Idioma

Inglés

N° páginas

120

Encuadernación

Tapa Blanda

ISBN13

9783639766752

Investigating Relationships Among li, Cte, Poverty,Student Achievement: Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement (en Inglés)

Katherine Reddick (Autor) · Scholars' Press · Tapa Blanda

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Reseña del libro "Investigating Relationships Among li, Cte, Poverty,Student Achievement: Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement (en Inglés)"

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.

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Investigating Relationships Among li, Cte, Poverty,Student Achievement: Investigating Relationships Among Leadership Influence, Collective Teacher Efficacy, Poverty, and Student Achievement (en Inglés) - Katherine Reddick

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