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THE ALLOCATION OF RESOURCES AT THE SCHOOL LEVEL TO IMPROVE
LEARNING FOR STRUGGLING READERS:
WHAT IS ADEQUATE?
by
Franklin E. Donavan
_________________________________________________________
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 Franklin E. Donavan
Object Description
| Title | The allocation of resources at the school level to improve learning for struggling readers: What is adequate? |
| Author | Donavan, Franklin E. |
| Author email | fdonavan@gmail.com; donavan@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-03-04 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-04-08 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert Nelson, John |
| Abstract | Using the Evidence-Based Model developed by Odden and Picus (2008) as a conceptual framework in correlation with the Ten Strategies for Doubling Student Performance (Odden, 2009) for comparison, this study examines the school-level resource allocation strategies used to improve learning for struggling readers in high-minority, high-poverty, urban middle schools that have made significant progress in closing the achievement gap. The results of this study support the current research on the effectiveness of inclusive, push-in models that place struggling students in core academic classes with comprehensive interventions that include the use of both formative and summative assessments, targeted interventions, frequent progress monitoring, and additional layers of resources including extended learning opportunities and additional support from specialists. |
| Keyword | resource allocation; literacy; struggling readers; interventions; adequacy; evidence-based model; Ten Strategies for Doubling Student Performance; leadership; subgroups |
| Geographic subject (county) | Orange; Los Angeles |
| 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-m2899 |
| Rights | Donavan, Franklin E. |
| 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-Donavan-3535 |
| Archival file | uscthesesreloadpub_Volume48/etd-Donavan-3535.pdf |
Description
| Title | Page 1 |
| Full text | THE ALLOCATION OF RESOURCES AT THE SCHOOL LEVEL TO IMPROVE LEARNING FOR STRUGGLING READERS: WHAT IS ADEQUATE? by Franklin E. Donavan _________________________________________________________ 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 Franklin E. Donavan |
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