Academic Leadership Heather A. Bower

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Volume: 7
Issue: 3

ISSN: 1533-7812

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Last Updated: Jan 8, 2010 - 1:05:23 PM

Heather A. Bower

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Heather Bower is currently a doctoral student in the University of North Carolina at Chapel Hill School of Education and a member of the Elementary School Success Profile research team in the School of Social Work. Bower completed her MSA from UNC Chapel Hill and has a background as both a classroom teacher and administrator, having taught grades 7-12 Language Arts and Advancement via Individual Determination (AVID), and served as the College Access Programs Coordinator in Durham Public Schools. In these positions, she taught all levels of students and helped to create, implement, and monitor programs that ensured any student who wanted to pursue post-secondary options was prepared and ready to do so; these efforts engaged students and their families in grades 4-12. Bower also serves as a national staff developer for the AVID program. Her primary areas of interest include school culture, academic optimism, evidence based practice, and translational research.

Author Articles

Empirical Research
What is Rigor?: A Qualitative Analysis of One School’s Definition
Reviewed By Heather A. Bower, Joelle D. Powers
Volume 7 - Issue 4
Jan 8, 2010 - 1:07:52 PM

Although rigor is often considered a critical element of a school culture that creates academic success for all students, the definition of rigor remains elusive, especially in elementary schools. This qualitative study explores the definition of rigor within one elementary school. Implications for practice for school administrators and teachers are also discussed.

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