Making a difference in challenging, high-poverty schools: Successful principals in the USA, England, and Australia

Rose M. Ylimaki, Stephen L. Jacobson, Lawrie Drysdale

Research output: Contribution to journalArticle

20 Scopus citations

Abstract

This article draws on findings from a larger international study and the literature to examine successful principals of challenging high-poverty schools in the USA, England, and Australia. Specifically, this article reports case-study findings for 13 challenging schools, 4 each in the USA and Australia and 5 in England. Findings from this study indicate that successful principals used similar leadership practices and traits to make a difference and improve student performance in very challenging schools. These findings extend previous research conducted in single-nation contexts. The presentation of findings also considers differences in the role of the principal, the school context, and larger national policies. The article concludes with implications for leadership training and future research.

Original languageEnglish (US)
Pages (from-to)361-381
Number of pages21
JournalSchool Effectiveness and School Improvement
Volume18
Issue number4
DOIs
StatePublished - Dec 1 2007

ASJC Scopus subject areas

  • Education

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