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THE IMPACT AND SUSTAINABILITY OF PROGRAMS, PRACTICES AND
NORMS ON STUDENT ACADEMIC PERFORMANCE: A CASE STUDY
by
Ron Pirayoff
___________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Ron Pirayoff
Object Description
| Title | The impact and sustainability of programs, practices and norms on student academic performance: a case study |
| Author | Pirayoff, Ron |
| Author email | pirayoff@yahoo.com; pirayoff@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-26 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-04-12 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Fish, Steven Hocevar, Dennis |
| Abstract | Over the past several decades, there has been a greater focus on accountability as it relates to student achievement. Students of all backgrounds are faced with challenges that highlight areas of growth within the educational system. Specifically, the differences in academic performance between Hispanic and African American and White and Asian students, often referred to as the "achievement gap", has been targeted by legislation and researchers.; Therefore, this qualitative case study was conducted to investigate variables implemented by a middle school that targeted a gap in achievement. The study drew from observations, document analysis, surveys and interviews to identify the common themes that contribute to student achievement at the middle school.; Consistent with recent research on the achievement gap, the findings in this study suggest that the gap in achievement can be effectively narrowed by those middle schools that possess a focus on culture, leadership, teaching and learning, parent involvement, high expectations for students and intervention programs. Therefore, specific programs, practices and cultural norms that narrow the achievement gap are identified and discussed. Furthermore, implications and recommendations are presented to further solidify the body of research. |
| Keyword | achievement gap; interventions; programs; practices; norms; sustainability; leadership; culture; school; middle school |
| Coverage date | circa 1950/2010 |
| 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-m2888 |
| Rights | Pirayoff, Ron |
| 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-Pirayoff-3545 |
| Archival file | uscthesesreloadpub_Volume44/etd-Pirayoff-3545.pdf |
Description
| Title | Page 1 |
| Full text | THE IMPACT AND SUSTAINABILITY OF PROGRAMS, PRACTICES AND NORMS ON STUDENT ACADEMIC PERFORMANCE: A CASE STUDY by Ron Pirayoff ___________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Ron Pirayoff |
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