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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorDonaldson, Rebecca Janeeng
dc.date.issued2012eng
dc.date.submitted2012 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on February 25, 2013).eng
dc.descriptionThe 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.descriptionDissertation advisor: Dr. Cynthia MacGregoreng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2012.eng
dc.description"December 2012"eng
dc.description.abstractStates have been given flexibility under No Child Left Behind to create need-driven comprehensive school improvement plans with an approved accountability system, however those unable to show increased student learning will be deemed as failing. Schools labeled as failing require a comprehensive framework for improvement. Research has identified a framework of essential supports to turn failing schools around; strong leadership, increased staff capacity, instructional guidance, a learning centered climate, and parent/community involvement. The purpose of this study was to investigate the essential supports one failing school used to improve the student's academic achievement. This turnaround school, located in California, was in Program Improvement status for five years prior to new leadership. Data from the study revealed a strong leader is at the core of a turnaround; modeling values, establishing a clear vision for improvement, and leading instruction. The staff was found to first commit to the leader's vision and capacity was increased through coalescing into a professional community, sharing curricular processes, and professional learning. Finally the climate was learning centered where a positive culture was established along with a supportive community. These themes are then related to the theories of distributive and transformational leadership. Although there is no panacea for failing schools, the data and findings from this study provide a glimpse of the essential supports needed for turnaround.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentx, 212 pageseng
dc.identifier.oclc872569087eng
dc.identifier.urihttps://doi.org/10.32469/10355/33023eng
dc.identifier.urihttps://hdl.handle.net/10355/33023
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectschool improvement planeng
dc.subjectacademic achievementeng
dc.subjectturnaround schooleng
dc.subjectNo Child Left Behindeng
dc.titleA case study of the essential supports which make up the framework of a turnaround schooleng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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