This paper is an exploration of the daily work of education recovery teams in turnaround schools in eastern Kentucky. Data used for this analysis were collected from the Kentucky Department of Education. Data from the identified persistently low achieving schools was compared to pre and post-test over one school year to determine the effectiveness of the turnaround practices on the low achieving schools. Forty-one schools have been identified in the state as low performing; sixteen in the eastern service region. Findings from this study lend insights into the work of education turnaround and best practices of education recovery teams. The purpose of this paper is to help administrators, as well as local, state and federal policy makers, better understand factors that influence school turnaround efforts and the impact on best practices for all educational practice.
","abstract_html":"<p>This paper is an exploration of the daily work of education recovery teams in turnaround schools in eastern Kentucky. Data used for this analysis were collected from the Kentucky Department of Education. Data from the identified persistently low achieving schools was compared to pre and post-test over one school year to determine the effectiveness of the turnaround practices on the low achieving schools. Forty-one schools have been identified in the state as low performing; sixteen in the eastern service region. Findings from this study lend insights into the work of education turnaround and best practices of education recovery teams. The purpose of this paper is to help administrators, as well as local, state and federal policy makers, better understand factors that influence school turnaround efforts and the impact on best practices for all educational practice.</p>","abstract_has_math":false,"creators":["Burns, Stella Ann"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:19Z","subjects":["Collective Efficacy","Education Recovery","Persistently Low Achieving","Student Achievement","Turnaround","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright 2013 Stella Ann Burns"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/155","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Burns, Stella Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collective Efficacy","Education Recovery","Persistently Low Achieving","Student Achievement","Turnaround","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Stella Ann Burns"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/155"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper is an exploration of the daily work of education recovery teams in turnaround schools in eastern Kentucky. Data used for this analysis were collected from the Kentucky Department of Education. Data from the identified persistently low achieving schools was compared to pre and post-test over one school year to determine the effectiveness of the turnaround practices on the low achieving schools. Forty-one schools have been identified in the state as low performing; sixteen in the eastern service region. Findings from this study lend insights into the work of education turnaround and best practices of education recovery teams. The purpose of this paper is to help administrators, as well as local, state and federal policy makers, better understand factors that influence school turnaround efforts and the impact on best practices for all educational practice.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["The Effects Of An Education Recovery Team On Teacher Professional Practices, Collective Teacher Efficacy And Student Achievement In Persistently Low Achieving Schools"]}]}],"canonical_facts":{"dc:creator":["Burns, Stella Ann"],"dc:description.abstract":["This paper is an exploration of the daily work of education recovery teams in turnaround schools in eastern Kentucky. Data used for this analysis were collected from the Kentucky Department of Education. Data from the identified persistently low achieving schools was compared to pre and post-test over one school year to determine the effectiveness of the turnaround practices on the low achieving schools. Forty-one schools have been identified in the state as low performing; sixteen in the eastern service region. Findings from this study lend insights into the work of education turnaround and best practices of education recovery teams. The purpose of this paper is to help administrators, as well as local, state and federal policy makers, better understand factors that influence school turnaround efforts and the impact on best practices for all educational practice.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/155"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2013 Stella Ann Burns"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Collective Efficacy","Education Recovery","Persistently Low Achieving","Student Achievement","Turnaround","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research"],"dc:title":["The Effects Of An Education Recovery Team On Teacher Professional Practices, Collective Teacher Efficacy And Student Achievement In Persistently Low Achieving Schools"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:19Z"}