Educational Leadership and a Comprehensive Reform for Improving Underrepresented Urban Students’ College Access

Yavuz, Olcay

doi:10.22230/ijepl.2016v11n10a684

Cited by 5 publications

(5 citation statements)

References 22 publications

(34 reference statements)

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“…The significant positive influence of these four programs can be explained by building a strong support system to bolster urban students' college applications. (Bourdieu, 1986, Yavuz, 2017.…”

Section: Improving Urban Students' College Application Ratementioning

confidence: 99%

Utilizing A Practitioner-Led Action Research Study to Improve Urban Students’ College Readiness and Pursuit

Yavuz

2019

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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This practitioner-led action research study was conducted at a high-poverty urban school and investigated how participation in a comprehensive school program affects underrepresented urban students' college readiness and pursuit. Particularly, this action research study revealed that urban students who participated in the Comprehensive College Readiness Access and Success Program (CCRASP) have statistically significant higher rates of SAT participation, SAT scores, FAFSA completion, and postsecondary applications compared to other urban students who never participated in CCRASP. As researchers seek to produce scientific knowledge that school leaders, policy makers, school counselors and educators can use to improve urban school systems, this action research study further solidifies current urgencies to re-visit urban schools' academic and counseling support services.

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Section: Improving Urban Students' College Application Ratementioning

confidence: 99%

Utilizing A Practitioner-Led Action Research Study to Improve Urban Students’ College Readiness and Pursuit

Yavuz

2019

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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“…Moreover, some of the efforts made to create new academic programs in response to the changing economic realities of the country have been misguided, resulting in graduates from new academic programs facing unemployment and dissatisfaction with their educational choice (Cabrera, Vries, & Anderson, 2008). The initiatives undertaken by government offi-cials and education industry representatives in these countries may have fallen short of their goals; which is why it is important for highly trained educators to continue working toward the goal of developing well-prepared students who can lead a more equitable society (Yavuz, 2016).…”

Section: Entrepreneurial Leadership Employment and Gendermentioning

confidence: 99%

Integrating The Five Practices of Exemplary Leadership Model into Entrepreneurship Education

Díaz

Sánchez-Vélez

Santana-Serrano

2019

ij-sotl

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Entrepreneurship educators can assess their students by focusing on leadership self-efficacy dimensions that align with desirable entrepreneurship behaviors. To support this claim, we used the Student Leadership Practices Inventory (S-LPI) to survey a group of 46 undergraduate students in Mexico and 49 undergraduate students in Spain that were involved in entrepreneurship education programs. Independent samples t-tests show statistically significant differences between the two groups. We also compared the whole sample in terms of gender and found no differences. We propose that educators integrate Five Practices of Exemplary Leadership model into de design and assessment of their curricular and cocurricular entrepreneurship development programs. Specifically, the model serves educators from different countries, in this case Mexico and Spain, by identifying the leadership behaviors that their students enact. By integrating the five practices of exemplary leadership model, educators can account for variables like nation of origin and gender, and identify differences between groups.

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“…Additionally, research demonstrates that effective leaders must set clear, well-defined goals, policies, procedures, rules, and regulations for all teachers in order to move forward consistently and enhance standards [25]. The idea that school leaders need to be good communicators who can inspire and motivate their teachers while also encouraging them to complete their responsibilities is supported by research [63]. In order to ensure the transition, leaders should actively participate in developing new policy proposals [29].…”

Section: Theme 3: Excellent Leadership As Helpmate For Good Leadershipmentioning

confidence: 99%

Leadership-Advancing Great Leadership Practices and Good Leaders: Developing Good School Leaders in Botswana – Advancing Leadership for Learner Outcomes

Bakokonyane¹

2023

Business, Management and Economics

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The study investigated how headship teacher professional development proficiencies and academic performance, of two high-performing primary schools in the Kweneng region, helped them become better school leaders. The study used multi-cross case study analysis, qualitative approach, and purposive sampling to gather data from semi-structured, focus group interviews, observations, and document analysis. Twenty-eight participants in this study were four senior teachers, six teachers, 12 students, two school heads, two deputy school heads, and two heads of departments. This study utilised Kiral’s Excellent Leadership Theory in Education. The study’s aim was to determine how the school heads of two rural primary schools with high academic performance and teacher professional development leadership development evolved into effective school leaders. The cross-analysis case study revealed that high-performing rural primary schools possessed: leadership and continuous improvement, excellence and perfectionism, excellent leadership in their schools, and implementation of excellent leadership in their schools. The study concluded that solid leadership practices and strong learners’ academic performance are needed in schools. The study also showed that school leaders who prioritised teachers’ continued professional development had an excellent academic performance. This study recommends that great school leaders may promote consistent teacher-professional learning support, which promotes high academic performance.

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Educational Leadership and a Comprehensive Reform for Improving Underrepresented Urban Students’ College Access

Cited by 5 publications

References 22 publications

Utilizing A Practitioner-Led Action Research Study to Improve Urban Students’ College Readiness and Pursuit

Utilizing A Practitioner-Led Action Research Study to Improve Urban Students’ College Readiness and Pursuit

Integrating The Five Practices of Exemplary Leadership Model into Entrepreneurship Education

Leadership-Advancing Great Leadership Practices and Good Leaders: Developing Good School Leaders in Botswana – Advancing Leadership for Learner Outcomes

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