{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1496"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1496","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Case Study of an Urban Elementary School's Transition from Failing to Distinguished School Status","abstract":"This qualitative study seeks to understand how the multidimensional functioning of an urban high-poverty high-minority elementary school changed as it moved from failing school status to distinguished school status and to determine how school change promoted the organizational well-being of the school using a case study methodology. The multidimensional lenses used to view changes at Eagle included school purpose, culture, structure, leadership, organizational and professional learning, and teacher emotions. Using these lenses to view changes provides an explanation of not only how Eagle transitioned from failing school status to distinguished school status, but more importantly, how it has been able to sustain its success over a five year period and beyond. This case study provides essential elements that emerged to provide a clear picture of how one high-poverty, high-minority urban elementary school bridged the achievement gap between failing and distinguished school status. Findings from the study add to the body of literature about successful educational change in high-poverty highminority schools. This study has theoretical significance in that it embraces the concepts of educational change theory to understand organizational dynamics that may result in failing school status and positive school change. The study's holistic approach to examining educational change and school improvement suggests that schools serve a broader purpose than the cognitive focused demands of standardized tests.","abstract_html":"This qualitative study seeks to understand how the multidimensional functioning of an urban high-poverty high-minority elementary school changed as it moved from failing school status to distinguished school status and to determine how school change promoted the organizational well-being of the school using a case study methodology. The multidimensional lenses used to view changes at Eagle included school purpose, culture, structure, leadership, organizational and professional learning, and teacher emotions. Using these lenses to view changes provides an explanation of not only how Eagle transitioned from failing school status to distinguished school status, but more importantly, how it has been able to sustain its success over a five year period and beyond. This case study provides essential elements that emerged to provide a clear picture of how one high-poverty, high-minority urban elementary school bridged the achievement gap between failing and distinguished school status. Findings from the study add to the body of literature about successful educational change in high-poverty highminority schools. This study has theoretical significance in that it embraces the concepts of educational change theory to understand organizational dynamics that may result in failing school status and positive school change. 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The multidimensional lenses used to view changes at Eagle included school purpose, culture, structure, leadership, organizational and professional learning, and teacher emotions. Using these lenses to view changes provides an explanation of not only how Eagle transitioned from failing school status to distinguished school status, but more importantly, how it has been able to sustain its success over a five year period and beyond. This case study provides essential elements that emerged to provide a clear picture of how one high-poverty, high-minority urban elementary school bridged the achievement gap between failing and distinguished school status. Findings from the study add to the body of literature about successful educational change in high-poverty highminority schools. This study has theoretical significance in that it embraces the concepts of educational change theory to understand organizational dynamics that may result in failing school status and positive school change. The study's holistic approach to examining educational change and school improvement suggests that schools serve a broader purpose than the cognitive focused demands of standardized tests."]},{"key":"dc:title","label":"Title","values":["Case Study of an Urban Elementary School's Transition from Failing to Distinguished School Status"]}]}],"canonical_facts":{"dc:contributor":["Saundra Murray Nettles","Ming Fang He","Lorraine Gilpin"],"dc:creator":["Ross, Carla Brice"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["This qualitative study seeks to understand how the multidimensional functioning of an urban high-poverty high-minority elementary school changed as it moved from failing school status to distinguished school status and to determine how school change promoted the organizational well-being of the school using a case study methodology. The multidimensional lenses used to view changes at Eagle included school purpose, culture, structure, leadership, organizational and professional learning, and teacher emotions. Using these lenses to view changes provides an explanation of not only how Eagle transitioned from failing school status to distinguished school status, but more importantly, how it has been able to sustain its success over a five year period and beyond. This case study provides essential elements that emerged to provide a clear picture of how one high-poverty, high-minority urban elementary school bridged the achievement gap between failing and distinguished school status. Findings from the study add to the body of literature about successful educational change in high-poverty highminority schools. This study has theoretical significance in that it embraces the concepts of educational change theory to understand organizational dynamics that may result in failing school status and positive school change. 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