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SCHOOL CULTURE, LEADERSHIP, PROFESSIONAL LEARNING, AND
TEACHER PRACTICE AND BELIEFS: A CASE STUDY OF
SCHOOLWIDE STRUCTURES AND SYSTEMS AT A
HIGH-PERFORMING HIGH-POVERTY SCHOOL
by
Vishodana Thamotharan
____________________________________________________________________
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 2011
Copyright 2011 Vishodana Thamotharan
Object Description
| Title | School culture, leadership, professional learning, and teacher practice and beliefs: A case study of schoolwide structures and systems at a high-performing high-poverty school |
| Author | Thamotharan, Vishodana |
| Author email | thamotha@usc.edu; vthamotharan@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-21 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-06 |
| Advisor (committee chair) | Stowe, Kathy |
| Advisor (committee member) |
Gothold, Stuart E. Picus, Lawrence O. |
| Abstract | The achievement gap has been well documented to show the growing disparity between the academic performance of underrepresented minorities and their White counterparts, even in this age of accountability set forth by the No Child Left Behind Act (NCLB). In addition to low-performing high-poverty schools, there is a small population of high-performing high-poverty schools that research has shown to have implemented structures and systems to improve student achievement. Despite this knowledge, there remains a lack of consistency in implementing these systems to improve student achievement. One possible source of inconsistency may be found in teacher learning. While professional learning is closely tied to school reform, research has identified that changing teacher beliefs is difficult.; The purpose of this study was to identify what structures and systems are implemented schoolwide in high-performing high-poverty schools. Specifically, within the accountability system of NCLB, how are the school culture, school leadership, and professional learning associated with positive teacher beliefs? To address this question a qualitative case study of a high-performing high-poverty school was completed. Data from interviews, observations, and documents were use to triangulate findings.; The case study was observed to have two structures. Standards-driven curriculum was supported by the following systems: focus on academic achievement, schoolwide writing, common assessments with data analysis, and goal setting. Prevention and intervention was supported by the following systems: directed support, open communication, and the bell schedule. To implement and sustain the structures and systems, the case study school was found to have high expectations, common language and beliefs, collaboration, positive school culture, collective efficacy, teacher efficacy and a strong sense of identity. Tiers of leadership and a culture of trust supported professional learning by teachers. |
| Keyword | High-poverty; high-performing; school culture; leadership; teacher practice; teacher beliefs; professional learning; structures; systems; self efficacy; collective efficacy; identity; shared leadership; distributed leadership; high expectations; bell schedule; collaboration; common language and beliefs |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| 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-m3723 |
| Rights | Thamotharan, Vishodana |
| 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-Thamotharan-4504 |
| Archival file | uscthesesreloadpub_Volume17/etd-Thamotharan-4504.pdf |
Description
| Title | Page 1 |
| Full text | SCHOOL CULTURE, LEADERSHIP, PROFESSIONAL LEARNING, AND TEACHER PRACTICE AND BELIEFS: A CASE STUDY OF SCHOOLWIDE STRUCTURES AND SYSTEMS AT A HIGH-PERFORMING HIGH-POVERTY SCHOOL by Vishodana Thamotharan ____________________________________________________________________ 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 2011 Copyright 2011 Vishodana Thamotharan |
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