The Implications of the Turnaround Process on a Rural Kentucky High School: Teacher Perspectives

<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>

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

2016

Author dc:creator

• Anglin, Sonya Edwina

• Accountability
• High Schools
• Kentucky
• Persistently Low-Achieving
• Teacher Perspectives
• Turnaround Schools
• Educational Assessment, Evaluation, and Research
• Elementary and Middle and Secondary Education Administration

Statement dc:rights

• Copyright 2016 Sonya Edwina Anglin

Repository record dc:identifier

https://encompass.eku.edu/etd/333

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1331