Case studies of two high-poverty high-performing schools

Gehrke, Lori R.

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Description

Title

Case studies of two high-poverty high-performing schools

Author(s)

Gehrke, Lori R.

Issue Date

2011-01-14T22:51:28Z

Director of Research (if dissertation) or Advisor (if thesis)

Hunter, Richard C.

Doctoral Committee Chair(s)

Hunter, Richard C.

Committee Member(s)

• Witz, Klaus
• Alexander, S. Kern
• Thurston, Paul W.

Department of Study

Ed Organization and Leadership

Discipline

Ed Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Date of Ingest

2011-01-14T22:51:28Z

Keyword(s)

High Poverty and High Performance

Abstract

The existing literature on learning organizations emphasize that leadership and strong organizational culture are central to their successful development. Whereas schools continue to face government control, accountability, and financial restraints, they are also working diligently to engage in ongoing school improvement practices to provide learning opportunities for all students. Existing literature supports a link between culture and leadership and the academic achievement of high-poverty and high-performing schools. However, this theoretical construct required further investigation to explore disciplines for creating an optimum learning organization and, in turn, its impact on student achievement. The purpose of this research was to investigate the disciplines evident within two Illinois schools identified with both high-student poverty and high-performance rates. This qualitative study particularly investigates disciplines contributing to the overall school environment impacting student performance. Moreover, this case study provides an in-depth examination of the disciplines present in high-poverty schools that are demonstrating high-student achievement.

Graduation Semester

2010-12

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http://hdl.handle.net/2142/18457

Copyright and License Information

Copyright 2010 Lori R. Gehrke

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