Page 1 |
Save page Remove page | Previous | 1 of 133 | Next |
|
small (250x250 max)
medium (500x500 max)
Large
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
STUDENT ENGAGEMENT IN HIGH PERFORMING URBAN HIGH SCHOOLS:
A CASE STUDY
by
Annette V. Alpern
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
August 2008
Copyright 2008 Annette V. Alpern
Object Description
| Title | Student engagement in high performing urban high schools: a case study |
| Author | Alpern, Annette V. |
| Author email | doctornettie@msn.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-05-29 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-21 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Stowe, Kathy Hocevar, Dennis |
| Abstract | While there is considerable research on the elements needed for successful schooling, the research is more limited for what is needed to create and sustain successful urban high schools. However, there is a growing body of research that suggests that high performing urban schools have certain factors in common, including solid leadership, a positive and supportive school culture and good teaching. Student engagement has also been identified as a key factor related to school academic success. This mixed methods case study attempts to link student engagement with identified school practices that result in high student achievement.; The sample includes over 2,700 students at one identified high performing urban high school in southern California. The study, along with several other similar studies being conducted concurrently at other high performing urban high schools, examines whether students at this school are more or less engaged than their peers nationally. The conceptual model includes an investigation of the influence of school factors such as teaching and learning, school leadership, and school culture on student engagement and student achievement. School factors that contributed to student engagement and student achievement were identified and discussed, along with implications for practitioners and recommendations for future studies. |
| Keyword | student engagement |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m1364 |
| Contributing entity | University of Southern California |
| Rights | Alpern, Annette V. |
| 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-Alpern-20080721 |
| Archival file | uscthesesreloadpub_Volume23/etd-Alpern-20080721.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | STUDENT ENGAGEMENT IN HIGH PERFORMING URBAN HIGH SCHOOLS: A CASE STUDY by Annette V. Alpern 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 August 2008 Copyright 2008 Annette V. Alpern |
