Date of Award

January 2016

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Charles S. Hausman

Department Affiliation

Educational Leadership and Policy Studies

Second Advisor

James R. Bliss

Department Affiliation

Educational Leadership and Policy Studies

Third Advisor

Deborah L. West

Department Affiliation

Educational Leadership and Policy Studies

Abstract

This dissertation is a phenomenological study of the effects of the turnaround process on a high school in rural central Kentucky. Data used for this study include interviews with teachers and archival materials such as school reports cards. Across Kentucky some forty-one schools have been identified as "priority schools" or persistently low-performing. As such, each one of them has been required to undergo changes in their daily instructional practices, procedures, and policies. The change process has affected faculty and administration and led to overall school improvement. This study provides a look at how the turnaround process has influenced school improvement and increased student learning from the perspectives of teachers and administrators. The purpose of this study was to offer insight into how the turnaround process has impacted a rural Kentucky high school and how teachers perceive the influence that turnaround has had on their practice and the school as a whole.

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