| Descript |
189 p |
| Note |
Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1206 |
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Adviser: James Miller |
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Thesis (Ph.D.)--University of New Orleans, 2004 |
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This study examined the relationship between leadership, culture, and climate and academic achievement of an inclusive student population and students with disabilities as a subgroup in low performing schools, and examined reported differences in leadership, culture, and climate over a two year period and any corresponding academic differences for both populations. Hierarchical and simultaneous regression analysis procedures were used to study the predictive power of leadership, culture, and climate on fourth grade student achievement as measured on the English Language Arts component of the Louisiana Educational Assessment Program. Socio-economic status was controlled in each regression analysis |
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The results of the study indicated the following: leadership, culture, and climate were found to predict the achievement of the inclusive population but did not predict the achievement of students with disabilities; reported differences in leadership, culture, and climate over two years predicted the academic differences of students with disabilities but did not predict the differences of the inclusive population; statistically significant differences in leadership contributed positively to the academic differences of students with disabilities; school climate was found to be a predictor of the achievement of the inclusive population |
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An examination of the multiple regression coefficients for the analyses revealed a negative relationship between high expectations (culture) and student achievement for both populations, and a positive relationship between school climate and academic achievement of both populations. Leadership as characterized by a participatory style of management revealed a positive relationship with the academic achievement of students with disabilities and a negative relationship with the academic achievement of the inclusive population |
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The implications of these findings are far reaching for school improvement. The findings indicated that the conditions needed to improve low performing schools may not be the same conditions needed to improve the performance of students with disabilities. The findings also indicated that holding low performing students, including students with disabilities, to high academic expectations might not produce the desired nor expected results. The inverse relationship between high expectations (culture) and academic achievement for the inclusive population and students with disabilities in low performing schools warrants additional study during this time of educational reform |
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School code: 0108 |
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DDC |
| Host Item |
Dissertation Abstracts International 65-04A
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| Subject |
Education, Administration
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Education, Elementary
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Education, Special
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0514
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0524
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0529
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| Alt Author |
University of New Orleans
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