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How California School Principals and Teachers Engage Academic Optimism to Maximize Equity in Student Learning within Low Socio-Economic Status (SES) Schools
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- Author(s): Marcos, Teri; Wise, Don; Loose, William; Belenardo, Susan; Padover, Wayne
- Language:
English- Source:
Educational Leadership and Administration: Teaching and Program Development. Oct 2021 33:1-17.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: California Association of Professors of Education Administration. Web site: http://www.capea.org
- Peer Reviewed: Y
- Source: 17
- Education Level: Elementary Education
- Subject Terms:
- Subject Terms:
- ISSN: 1064-4474
- Abstract: This mixed-method phenomenological study reports findings of 144 urban California educational leaders' and teachers' views about the identified effects Academic Optimism has on supporting equitable growth in student learning within ten low SES schools. Hoy, Tartar and Woolfolk-Hoy (2006) examined how Academic Optimism was a general demonstrable second order construct of successful urban schools. This study seeks to compare the findings of Hoy et al. to that of 144 California TK-8 school leaders' and teachers' perceptions regarding both the presence of Academic Optimism at ten low SES school sites, and its effects on equitable growth in student learning across student groups.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1318521
- Availability:
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