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Principal Influence on Student Achievement in High Minority, Poverty, and Performance K-8 Schools

出版	Cardinal Stritch University, 2008
URL	http://books.google.com.hk/books?id=-o6vswEACAAJ&hl=&source=gbs_api

註釋The purpose of the study was to discover and describe principal influence on student achievement in high minority, poverty, and performance (HMPP) K-8 schools. HMPP schools are defined in the study as urban public schools in which the majority of enrolled students are members of a minority population, eligible for free or reduced lunch, and achieving at a proficiency level in reading and mathematics on the fourth grade Wisconsin Knowledge and Concepts Exam. The research question addressed through comparative case study of three schools was: how do principals favorably influence student achievement in HMPP K-8 schools? Four related questions guided the study: (1) What are staff perceptions of school influence on student achievement in HMPP K-8 schools? (2) What are staff perceptions of principal influence on student achievement in HMPP K-8 schools? (3) What are staff perceptions of the importance and status of effective school attributes in HMPP K-8 schools? (4) What are staff perceptions of principal influence on effective school attributes in HMPP K-8 schools?