This dissertation is a phenomenological study of the effects of the turnaround process on a high school in rural central Kentucky. Data used for this study include interviews with teachers and archival materials such as school reports cards. Across Kentucky some forty-one schools have been identified as \"priority schools\" or persistently low-performing. As such, each one of them has been required to undergo changes in their daily instructional practices, procedures, and policies. The change process has affected faculty and administration and led to overall school improvement. This study provides a look at how the turnaround process has influenced school improvement and increased student learning from the perspectives of teachers and administrators. The purpose of this study was to offer insight into how the turnaround process has impacted a rural Kentucky high school and how teachers perceive the influence that turnaround has had on their practice and the school as a whole.
","abstract_html":"<p>This dissertation is a phenomenological study of the effects of the turnaround process on a high school in rural central Kentucky. Data used for this study include interviews with teachers and archival materials such as school reports cards. Across Kentucky some forty-one schools have been identified as "priority schools" or persistently low-performing. As such, each one of them has been required to undergo changes in their daily instructional practices, procedures, and policies. The change process has affected faculty and administration and led to overall school improvement. This study provides a look at how the turnaround process has influenced school improvement and increased student learning from the perspectives of teachers and administrators. The purpose of this study was to offer insight into how the turnaround process has impacted a rural Kentucky high school and how teachers perceive the influence that turnaround has had on their practice and the school as a whole. </p>","abstract_has_math":false,"creators":["Anglin, Sonya Edwina"],"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":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:32Z","subjects":["Accountability","High Schools","Kentucky","Persistently Low-Achieving","Teacher Perspectives","Turnaround Schools","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":["Copyright 2016 Sonya Edwina Anglin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/333","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Anglin, Sonya Edwina"]}]},{"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":["Accountability","High Schools","Kentucky","Persistently Low-Achieving","Teacher Perspectives","Turnaround Schools","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Sonya Edwina Anglin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/333"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation is a phenomenological study of the effects of the turnaround process on a high school in rural central Kentucky. Data used for this study include interviews with teachers and archival materials such as school reports cards. Across Kentucky some forty-one schools have been identified as \"priority schools\" or persistently low-performing. As such, each one of them has been required to undergo changes in their daily instructional practices, procedures, and policies. The change process has affected faculty and administration and led to overall school improvement. This study provides a look at how the turnaround process has influenced school improvement and increased student learning from the perspectives of teachers and administrators. The purpose of this study was to offer insight into how the turnaround process has impacted a rural Kentucky high school and how teachers perceive the influence that turnaround has had on their practice and the school as a whole.
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"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/333"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2016 Sonya Edwina Anglin"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Accountability","High Schools","Kentucky","Persistently Low-Achieving","Teacher Perspectives","Turnaround Schools","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration"],"dc:title":["The Implications of the Turnaround Process on a Rural Kentucky High School: Teacher Perspectives"],"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":"2026-07-24T02:15:32Z"}