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The Qualities That Differentiate High-Achieving and Low-Achieving High-Poverty Rural High Schools: A Transformative Mixed Methods Study

The Qualities That Differentiate High-Achieving and Low-Achieving High-Poverty Rural High Schools: A Transformative Mixed Methods Study


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About the Book

Rural communities are facing financial and social challenges as never before. Some scholars maintain that better high schools can help alleviate these problems. Rural high schools are often ignored by academics and policy makers even though, in the U.S., rural districts are educating nearly 21% of students and account for 56% of all schools. Rigorous research concerning school improvement in rural settings is essential. This sequential transformative mixed methods study was designed to meet that need. The overarching research question for this study involved the characteristics that differentiate high-achieving rural high schools from those that are not. A transformative mixed methods design was selected in order to provide the most in-depth understanding possible of these differences. The theoretical perspective utilized for this study was an ecological framework with a democratic learning community lens. Findings from the quantitative phase demonstrated that Oklahoma's rural high schools' performance equaled that of other locales. Further quantitative investigations found that the factors impacting achievement were different for rural high schools than for nonrural. Finally, quantitative investigation found no correlation, for a small sample, between level of professional learning community and a school's student achievement. Four rural high schools, selected through quantitative analysis of achievement, were studied in depth for the qualitative phase. The themes which emerged as being present in high-achieving schools, but absent in those that were not, were basically the ideals of democratic schooling. These included shared and supportive leadership, shared vision and responsibility for student learning, and an emphasis on equity both within and outside the school.


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Product Details
  • ISBN-13: 9781243522054
  • Publisher: Proquest, Umi Dissertation Publishing
  • Publisher Imprint: Proquest, Umi Dissertation Publishing
  • Height: 254 mm
  • Weight: 916 gr
  • ISBN-10: 1243522054
  • Publisher Date: 01 Sep 2011
  • Binding: Paperback
  • Spine Width: 31 mm
  • Width: 203 mm


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