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oai:www.ideals.illinois.edu:2142/79793 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Gutierrez, Rochelle Woods, Joann Thomas 2015-09-25T19:53:38Z 2015-09-25T19:53:38Z 10000-01-01 2004 2004 The findings indicated a priority by these principals in regard to effective schools skills in establishing a conducive student-centered learning environment. Principal and teacher interviews also highlighted many of the negative and demoralizing aspects of high stakes situations. Culturally relevant leadership may also be beneficial in educating students of color in our urban schools. A sense of school ownership and a caring leadership are instrumental in healing these hurting schools. Made available in DSpace on 2015-09-25T19:53:38Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3131056.pdf: 10040633 bytes, checksum: fb99ff6f2dc22ed30abfb50d815bfa06 (MD5) Previous issue date: 2004 Embargo set by: Seth Robbins for item 81075 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 150 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004. http://hdl.handle.net/2142/79793 (MiAaPQ)AAI3131056 eng Education, Teacher Training Healing Schools That Hurt: The Principal's Impact on School Improvement in High -Stakes Situations text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.