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IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE CLASSROOM
INSTRUCTION: LESSONS FROM HIGH PERFORMING, HIGH POVERTY
URBAN SCHOOL
by
Michael Young Lee
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements of the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Michael Young Lee
Object Description
| Title | Implementation of the elements of effective classroom instruction: lessons from high performing, high poverty urban school |
| Author | Lee, Michael Young |
| Author email | lee16@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-05-12 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-24 |
| Advisor (committee chair) | Rousseau, Sylvia |
| Advisor (committee member) |
Stowe, Kathy Marsh, David |
| Abstract | Too many students of color have not been achieving in schools as well as they could for far too long (Gay, 2000). All African American and Latino students can experience high academic achievement; however, they have been denied an equal education.; Students of color living in high poverty areas face serious challenges within the educational system. Many schools in high poverty areas experience issues such as, high drop out rates, lack of language proficiency for second language learners, instruction from the least experienced teachers, and lack of resources and space. Despite these challenges some schools in high poverty areas have been successful in meeting the needs of students of color.; This study examined a high performing elementary school located in a high poverty urban area, and the structures and systems implemented to achieve success for students of color. A qualitative study approach was used to conduct an in-depth study of the high performing school. The study explored four research questions to determine the factors that lead to the schools' success. The four research questions included: 1. What are the trends and patterns of student performance among students of color? 2. What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with large concentrations of students of color? 3. How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? 4. How is the construct of race reflected in the school’s structures and systems?; This study found that high performing schools in high poverty areas implemented certain structures and systems to support high student achievement. In addition, the school's structures and systems focused around the sociocultural theory where adults and students learned through guided participation and social interaction. More importantly, the educators also implemented culturally relevant practices such as having expectations, caring for their students, and valuing their students' experiences. The success of the school demonstrates that schools in high poverty urban areas can achieve high academic success for students of color. |
| Keyword | Lee; high performing |
| 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-m1397 |
| Contributing entity | University of Southern California |
| Rights | Lee, Michael Young |
| 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-Lee-20080724 |
| Archival file | uscthesesreloadpub_Volume26/etd-Lee-20080724.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE CLASSROOM INSTRUCTION: LESSONS FROM HIGH PERFORMING, HIGH POVERTY URBAN SCHOOL by Michael Young Lee A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements of the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Michael Young Lee |
