| 說明 |
144 p |
| 附註 |
Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1518 |
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Adviser: Stuart E. Gothold |
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Thesis (Ed.D.)--University of Southern California, 2009 |
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Throughout California, schools struggle to provide students of color, poverty, second language, and special needs the educational services they need to master academic standards at the same level as their white, Asian, and affluent classmates. California has the most diverse student population group in the nation and represents both tremendous wealth and tremendous poverty. In addition, California's most rapidly growing student populations are those who have traditionally been the lowest achieving. These factors combine to create what is the most pervasive problem facing California schools and educators; the Achievement Gap. Unless solutions are found, the problem will continue to grow and have long-lasting effects on the economic health of the state of California and more importantly, will define the opportunities for California students based on their zip code, family income, or home language |
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The purpose of this project was to study a California school with significant subgroup populations that were outperforming expectations. Specific criteria were developed that guided the selection of the case study school. In addition, there was a focus on documenting the programs, practices, and strategies that were contributing to high achievement. Classroom observations were conducted in twenty-two classrooms and nine teachers representing the Leadership Team were interviewed. In addition, both school site administrators, the after school program administrator and a district level area administrator were interviewed. A review of pertinent school and district documents and achievement data, and teacher and administrator surveys also provided data for an analysis of effective school factors |
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Seven findings, validated through the triangulation of data, both supported and added to existing research. Findings included a commitment to student intervention programs, standards based learning, assessment as an instructional tool, high expectations and a genuine belief that all students are can learn, hiring practices designed to assemble supportive and talented staff members, a student assessment platform widely used for the analysis of student performance and planning instruction, and a commitment to offer extra-curricular and co-curricular activities to all students, regardless of financial status. The impact of the district culture cannot be overstated as a contributing factor to the success of the school |
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School code: 0208 |
| Host Item |
Dissertation Abstracts International 70-05A
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| 主題 |
Education, Administration
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Education, Elementary
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0514
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0524
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| Alt Author |
University of Southern California. Education(Leadership)
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