Date Awarded
2013
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Advisor
Michael F. DiPaola
Abstract
The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as contributors to student achievement, little information exists to assist school leaders in identifying specific organizational practices that sustain collective teacher efficacy, academic emphasis, and trust in students and families. This study employs case study methodology to investigate faculties' interpretations of academic optimism by examining the organizational and instructional practices at three well performing Virginia high schools. Gathered data includes information obtained through direct interviews with 18 (six at each site) faculty members, observations from 12 (four at each site) classrooms, and a review of each school's vision or mission statements, improvement initiatives, and course offerings and enrollments.
DOI
https://dx.doi.org/doi:10.25774/w4-021z-7e06
Rights
© The Author
Recommended Citation
Cromartie, Michael Tyrone, "Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools" (2013). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618567.
https://dx.doi.org/doi:10.25774/w4-021z-7e06
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Education Policy Commons
