The Effects Of An Education Recovery Team On Teacher Professional Practices, Collective Teacher Efficacy And Student Achievement In Persistently Low Achieving Schools

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2013

Author dc:creator

• Burns, Stella Ann

• Collective Efficacy
• Education Recovery
• Persistently Low Achieving
• Student Achievement
• Turnaround
• Educational Administration and Supervision
• Educational Assessment, Evaluation, and Research

Statement dc:rights

• Copyright 2013 Stella Ann Burns

Repository record dc:identifier

https://encompass.eku.edu/etd/155

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1154