North Carolina Teacher Perceptions of School Turnaround Efforts
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This exploratory pilot study utilizes in-depth interviews to gain baseline information in anticipation of a larger, mixed methods study examining North Carolina teacher perceptions of school turnaround efforts. Results of the pilot study indicate that teachers do in fact feel conflicting signals, complain of insufficient planning time, intervention knowledge gaps and burdensome administrative work associated with school turnaround efforts. Despite certain negative feedback, the pilot study teachers indicated an interest in receiving help and bettering their practice as educators. Future research should work to expand this research by implementing large scale survey methodologies and incorporating analysis of school principal management and communication strategies.
DepartmentThe Sanford School of Public Policy
CitationDeNeal, Jennifer (2013). North Carolina Teacher Perceptions of School Turnaround Efforts. Master's project, Duke University. Retrieved from https://hdl.handle.net/10161/7351.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.
Rights for Collection: Sanford School Master of Public Policy (MPP) Program Master’s Projects