How California School Principals and Teachers Engage Academic Optimism to Maximize Equity in Student Learning within Low Socio-Economic Status (SES) Schools

California Association of Professors of Education Administration. Web site: http://www.capea.org

Y

17

Principals; Elementary School Teachers; Academic Achievement; Positive Attitudes; Equal Education; Low Income Students; Administrator Attitudes; Teacher Attitudes; Urban Schools; Disadvantaged Schools; Self Efficacy; Educational Environment; Intervention

1064-4474

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.

As Provided

2021

EJ1318521