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SCHOOL-TO-WORK PROGRAMS IN URBAN DISTRICTS
IN CALIFORNIA: A LEADERSHIP PERSPECTIVE
by
Rand James Lorah
A Dissertation Presented to the
FACULTY OF ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2009
Copyright 2009 Rand James Lorah
Object Description
| Title | School-to-work programs in urban districts in the state of California: a leadership perspective |
| Author | Lorah, Rand James |
| Author email | lorah@usc.edu; rlorah@sandi.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-16 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-08-13 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Gothold, Stuart E. Hentschke, Guilbert C. |
| Abstract | The purpose of this study was to investigate School-to-Work programs in an attempt to better understand these programs and how they were implemented. Instructional leaders and central office administrators in School-to-Work programs in urban settings in the state of California participated in this study.; A multi-method approach utilizing both quantitative and qualitative descriptive analytic case study research methods were used in an attempt to better understand the implementation process of School-to-Work programs and barriers to implementation. Instructional leaders and central office administrators who play an integral role in School-to-Work programs in urban areas in California were interviewed using open-ended interview protocols developed for this study, the Instructional Leader’s Interview Protocol (I.L.I.P) and the Central Office Staff Interview Protocol (C.O.I.P.). Site instructional leaders were also administered a survey developed specifically for this study soliciting data including professional background information and individual program descriptions.; Qualitative and quantitative data was collected and organized into three major areas with a focus on the research questions posed in this investigation.; This qualitative data was analyzed primarily with an individual item analysis from the interview responses of site instructional leaders and central office staff reflective of the cogent topics addressed in the review of literature and secondly, framed within the context of major themes that emerged as a result of this research. In addition survey data was analyzed quantitatively, which provided descriptive background information of site instructional leaders’ backgrounds . Additional individual descriptions of programs were also provided.; The following are the major themes that emerged as this data was analyzed: I. Site Instructional Leaders were considered an important and essential component in the implementation and operation of STW programs; II. It was considered an important attribute that site leaders had extensive experience outside of education. ; III. Teaching was a major underlying component of site leaders’ background in education. ; IV. Collaboration is a requisite skill for a site leader.; The survey of instructional leaders examined gender, experience within and outside of the educational environment. Other information solicited included educational background, program description, students served, and plant configuration. All of three respondents showed at minimum had at least a Bachelor’s level education. The respondents all showed extensive experience with long tenures in different positions. Examining educational attainment level indicates that all participated in undergraduate preparation that revolved around trade specialization.; The service delivery system of choice was the Career Academy Model. Program descriptions showed that these small learning communities focused on specific career themes. There are numerous positive outcomes for students who take part in these programs. Increases in academic interest, performance, and engagement are outlined. Additionally there is an indication that participation in these programs decreases the drop out rate and increases attendance. Participants also experience more positive post secondary outcomes as increased earnings and involvement in postsecondary schools has also been demonstrated. |
| Keyword | school change; school reform; school; work; leadership; postsecondary education; transition; urban education |
| 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-m2565 |
| Rights | Lorah, Rand James |
| 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-Lorah-3157 |
| Archival file | uscthesesreloadpub_Volume26/etd-Lorah-3157.pdf |
Description
| Title | Page 1 |
| Full text | SCHOOL-TO-WORK PROGRAMS IN URBAN DISTRICTS IN CALIFORNIA: A LEADERSHIP PERSPECTIVE by Rand James Lorah A Dissertation Presented to the FACULTY OF ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2009 Copyright 2009 Rand James Lorah |
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