Christopher Benedetti
Biographic Data
| ID | 5740486 |
|---|---|
| NAME | Christopher Benedetti |
| GIVEN NAMES | Christopher |
| FAMILY NAME | Benedetti |
| SIGNATURE | BENEDETTI C |
| AFFILIATIONS | Texas A&M University – Corpus Christi |
| ORCID | 0000-0002-2469-2289 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Leading K-12 schools at the US border
Purpose This narrative inquiry explores the unique challenges faced by K-12 principals serving schools near the US border, where cultural and political dynamics create a complex educational landscape. The study aims to illuminate how these principals navigate cultural integration and geography-related barriers that affect student learning and well-being. Examining their experiences seeks to identify essential leadership qualities and strategies f…
Teacher Retention in High-Poverty Urban Schools
Teacher attrition remains a significant challenge in high-poverty urban schools, contributing to educational inequities and disrupting student learning. This study explores how teacher empowerment, encompassing systemic flexibility, supportive leadership, autonomy, and peer collaboration, influences teacher retention in these settings. Utilizing a qualitative case study design, semi-structured interviews were conducted with teachers from two high…
No prominent works on this page.
Leading K-12 schools at the US border
Purpose This narrative inquiry explores the unique challenges faced by K-12 principals serving schools near the US border, where cultural and political dynamics create a complex educational landscape. The study aims to illuminate how these principals navigate cultural integration and geography-related barriers that affect student learning and well-being. Examining their experiences seeks to identify essential leadership qualities and strategies f…
Teacher Retention in High-Poverty Urban Schools
Teacher attrition remains a significant challenge in high-poverty urban schools, contributing to educational inequities and disrupting student learning. This study explores how teacher empowerment, encompassing systemic flexibility, supportive leadership, autonomy, and peer collaboration, influences teacher retention in these settings. Utilizing a qualitative case study design, semi-structured interviews were conducted with teachers from two high…
Early Childhood Education and Development (2 works) · Parental Involvement in Education (2 works) · Sociology (2 works) · Community Health and Development (1 works) · Economic growth (1 works) · Educational leadership (1 works) · Empowerment (1 works) · Instructional leadership (1 works) · Law (1 works) · Law (1 works)