LEADER 00000nam  2200385   4500 
001    AAI3127786 
005    20060131085305.5 
008    060131s2004                        eng d 
020    0496750496 
035    (UnM)AAI3127786 
040    UnM|cUnM 
100 1  Spies-Daley, Stacey 
245 13 An examination of the relationship between leadership, 
       cultures, climate, and student achievement in low-
       performing inclusive population schools 
300    189 p 
500    Source: Dissertation Abstracts International, Volume: 65-
       04, Section: A, page: 1206 
500    Adviser:  James Miller 
502    Thesis (Ph.D.)--University of New Orleans, 2004 
520    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 
520    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 
520    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 
520    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 
590    School code: 0108 
590    DDC 
650  4 Education, Administration 
650  4 Education, Elementary 
650  4 Education, Special 
690    0514 
690    0524 
690    0529 
710 20 University of New Orleans 
773 0  |tDissertation Abstracts International|g65-04A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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