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i
TEACHERS HELPING STUDENTS: A SOCIOCULTURAL PERSPECTIVE
by
Heather Robertson
______________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2007
Copyright 2007 Heather Robertson
Object Description
| Title | Teachers helping students: a sociocultural perspective |
| Author | Robertson, Heather |
| Author email | heatherr@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2006-10-30 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-03-28 |
| Advisor (committee member) |
Jun, Alex Mora-Flores, Eugenia Pruitt, Greta |
| Abstract | This study examined how the teachers of the University of Southern California Neighborhood Academic Initiative responded to students in grades 9-12. The research focused on how organizational, social, and cultural factors drove student-teacher interaction within a pre-college program for low SES minority students. The study identified and described organizational, social, and cultural factors as they emerged in teacher interaction with students. The research questions were: 1) How does a teacher's social and cultural background appear in his or her responses to students? 2) How does school organizational culture appear in teacher responses to students? 3) What other factors affect a teacher's responses?; Data collection included document analysis; observation of NAI teachers' math and English classes at NAI and local high schools; observations of faculty meetings and parent leadership board meetings; individual interviews of NAI teachers, students, administrators, staff, school principals, and parent board members; videotaping of each NAI teacher conducting one class (7 videotaped sessions) used in a second interview with each teacher to elicit teacher thought processes during the lesson ("stimulated recall"); and focus groups of NAI teachers, students, and parents. The study's key finding was that organizational culture was the strongest driver of teacher-student interaction. This interaction was instrumental in the academic success of the students, as shown by the high proportion of students accepted to four-year colleges. |
| Keyword | at-risk students; college preparation; sociocultural approach; school culture |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m235 |
| Rights | Robertson, Heather |
| 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-Robertson-20070328 |
| Archival file | uscthesesreloadpub_Volume17/etd-Robertson-20070328.pdf |
Description
| Title | Page 1 |
| Full text | i TEACHERS HELPING STUDENTS: A SOCIOCULTURAL PERSPECTIVE by Heather Robertson ______________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2007 Copyright 2007 Heather Robertson |
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