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REFRAMING THE ROLE OF TRANSFER FACILITATORS:
USING ACTION RESEARCH METHODS FOR NEW KNOWLEDGE
DEVELOPMENT
by
Salvador Rivas, Jr.
_____________________________________________________
A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirement for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Salvador Rivas Jr.
Object Description
| Title | Reframing the role of transfer facilitators: using action research methods for new knowledge development |
| Author | Rivas, Salvador, Jr. |
| Author email | rivass@usc.edu; srivas68@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-11-04 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-02-21 |
| Advisor (committee chair) | Bensimon, Estela |
| Advisor (committee member) |
Rueda, Robert Peña-Vallejo, Edlyn |
| Abstract | In this study I evaluated the experience of eleven practitioners who participated in a collaborative inquiry project at an urban community college. The aim of the project was for practitioners to participate in an alternative model of knowledge development to increase their learning regarding their institutional practices and students by engaging in research activities that examined the cause(s) of their transfer gap (Bensimon, Dowd, Trapp, & Alford, 2006). The gap was defined as the difference between the number of students meeting California eligibility for transfer and the number who actually transferred. The purpose of the study is to evaluate if practitioners' become institutional agents (Stanton-Salazar, 1997) as a result of participating in the project. To evaluate participants' experiences in the project, I used Kirkpatrick's (1998) four-level evaluation model as a framework to analyze the data collected during the five months of the project. Through the project activities of interviewing students and analyzing their findings in group meetings, practitioners were able to heighten their understanding of students' transfer experiences at Oceanside College. By enhancing participants' understanding about transfer three group members were able to draw on new knowledge in making changes to their practices to better support students. |
| Keyword | action research; community college; transfer; transfer agent |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1981 |
| Rights | Rivas, Salvador, Jr. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Rivas-2561 |
| Archival file | uscthesesreloadpub_Volume40/etd-Rivas-2561.pdf |
Description
| Title | Page 1 |
| Full text | REFRAMING THE ROLE OF TRANSFER FACILITATORS: USING ACTION RESEARCH METHODS FOR NEW KNOWLEDGE DEVELOPMENT by Salvador Rivas, Jr. _____________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirement for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Salvador Rivas Jr. |
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