dc.contributor.advisor | Scribner, Jay Paredes, 1963- | eng |
dc.contributor.author | Mette, Ian M. | eng |
dc.date.issued | 2012 | eng |
dc.date.submitted | 2012 Summer | eng |
dc.description | Title from PDF of title page (University of Missouri--Columbia, viewed on October 29, 2012). | eng |
dc.description | The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. | eng |
dc.description | Dissertation advisor: Dr. Jay P. Scribner | eng |
dc.description | Includes bibliographical references. | eng |
dc.description | Vita. | eng |
dc.description | Ph. D. University of Missouri--Columbia 2012. | eng |
dc.description | "July 2012" | eng |
dc.description.abstract | This case study presents data to support the notion that turnaround school policy can improve the efficiency of how traditionally low-performing schools function. The schools that were successful in implementing the UVA Turnaround Program training developed a clear understanding of the expectations for participating in the UVA Turnaround Program training, developed a clear process of communication between the UVA personnel and RPDC staff, openly promoted the school turnaround process within the community, and developed a strong relationship between the district and building leaders. However, the successful schools seemed to make sense of the policy by developing a school culture based on the notion of shared leadership and shared accountability. Thus, the two participating schools that were successful implementing turnaround efforts went beyond technical change and transformed the intentions of the turnaround school policy by supporting cultural change that involved the community in the process. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.format.extent | viii, 152 pages | eng |
dc.identifier.oclc | 872568914 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/15890 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/15890 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | OpenAccess. | eng |
dc.rights.license | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. | |
dc.subject | educational policy | eng |
dc.subject | turnaround leadership | eng |
dc.subject | accountability policy | eng |
dc.subject | school reform | eng |
dc.title | Turnaround schools as a U-turn for student achievement : the rotary of school reform efforts | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Educational leadership and policy analysis (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ph. D. | eng |