Page 1 |
Save page Remove page | Previous | 1 of 340 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
ENACTING COMPETING IDEOLOGIES: HOW CLASSROOM DYNAMICS
INFLUENCE THE EDUCATION OF DISAFFECTED EARLY ADOLESCENTS AT A
COMMUNITY DAY SCHOOL
by
Brianna Lynn Kennedy
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
August 2009
Copyright 2009 Brianna Lynn Kennedy
Object Description
| Title | Enacting competing ideologies: how classroom dynamics influence the education of disaffected early adolescents at a community day school |
| Author | Kennedy, Brianna Lynn |
| Author email | blkenned@usc.edu; briannalynnkennedy@gmail.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-05-04 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-08-06 |
| Advisor (committee chair) | Datnow, Amanda |
| Advisor (committee member) |
Kezar, Adrianna Astor, Ron |
| Abstract | Due to the increasing number of violent incidents on school campuses, zero tolerance policies have proliferated among school districts across the United States. These policies serve the purpose of removing student offenders but do not address the educational needs of these students after expulsion. In California, expelled students are sent to community day schools (CDSs), where only general guidelines apply to daily school practice and little is known about what actually occurs to educate students. This study aims to develop a literature base regarding CDSs by getting an in-depth look at one average school.; As students placed in these schools often display extreme needs in social-emotional as well as academic areas, rapport building and classroom management, along with instructional activities, play significant roles. Positioned within a theoretical framework that combines pastoral care and sociological theory, this study examines teachers’ implementations of casework, curriculum, and classroom management in daily classroom practices. Specifically, the study answers two questions regarding how these three constructs shape students’ development, and how factors beyond the classroom walls impact teachers’ practices.; The study employs a multiple case study design that looks across individual teachers’ classrooms at one middle school serving these students in order to develop a local theory to describe teachers’ practices. Data collection included observations of classrooms and school meetings, interviews of students, teachers, and administrators, and document analysis of relevant materials. Observations and interviews were transcribed and coded using HyperRESEARCH software, and themes were identified to develop the theory.; Findings show that curricular practices, rapport building, and classroom management mutually reinforce one another in a way that either promotes or obfuscates the meeting of teachers’ daily goals. The local theory of classroom dynamics, built using the data from this study, illustrates the interactive nature of these three constructs and places them within the context of other salient factors that affect classroom life. Such factors emerged at federal and state levels, including legislation and policies affecting funding and school structures; the district level, including hiring processes and provisions for supplemental services; and the school level, including school culture and leadership strategies. Each of these factors plays a unique role in reinforcing school practices, which has both positive and negative impacts on student experiences. |
| Keyword | teaching practice; sociology of education; community day schools; school discipline; policy implementation; alternative education; early adolescence |
| 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-m2501 |
| Rights | Kennedy, Brianna Lynn |
| 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-Kennedy-3055 |
| Archival file | uscthesesreloadpub_Volume32/etd-Kennedy-3055.pdf |
Description
| Title | Page 1 |
| Full text | ENACTING COMPETING IDEOLOGIES: HOW CLASSROOM DYNAMICS INFLUENCE THE EDUCATION OF DISAFFECTED EARLY ADOLESCENTS AT A COMMUNITY DAY SCHOOL by Brianna Lynn Kennedy A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (EDUCATION) August 2009 Copyright 2009 Brianna Lynn Kennedy |
Comments
Post a Comment for Page 1
