Page 1 |
Save page Remove page | Previous | 1 of 146 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
ON-SITE IMPACTS OF TITLE I AND TITLE III GRANT FLEXIBILITY
by
Julia Johnson
__________________________________________________________________
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 Julia Johnson
Object Description
| Title | On-site impacts of Title I and Title III grant flexibility |
| Author | Rynearson-Johnson, Julia |
| Author email | juliaj@usc.edu; juliajohnson@att.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-02-15 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-03 |
| Advisor (committee chair) | Ragusa, Gisele |
| Advisor (committee member) |
Picus, Larry Mora-Flores, Eugenia |
| Abstract | This study measures poverty-level and second-language grant fund flexibility by detailing the process of fund dispersion, how funds are being used, and measuring the satisfaction rate of school-site fund coordinators with what they are able to purchase for their schools using these funds. A qualitative approach for data collection, synthesis, and analysis was used. Data originated from 6 interview scripts and 20 online questionnaires, all conducted with school-site fund coordinators. The study’s population was from a large school district in California.; Social capital, second-language learner literacy acquisition, and Maslow’s hierarchy of needs were used as theoretical frameworks, together indicating that enhancing students’ social capital, using students’ primary language, and fulfilling students’ survival needs to the best of our abilities lowers affective filters and helps students to access English, thereby raising their learning capacity. The student capabilities used by educational programs to scaffold second-language learners’ acquisition of knowledge, as well as how their abilities are measured, have been affected by a lack of diversity in state and federal leaders to the degree of invalidating assessments for many participants. By not acknowledging all capabilities of these student groups, a cycle of subjective social capital becomes cemented.; Elasticity is needed to enhance the response to students’ needs when planning supplemental teacher training, purchasing learning materials, and developing student academic programs. For this reason, policies and funding structures sup¬porting students with poverty and literacy challenges should respond to the needs of each specific school population while enforcing district and school-site accountability for the quality of academic support and stakeholder representation in decision-making processes. |
| Keyword | education; poverty; second-language; bi-lingual education; Title I; Title III; grant flexibility |
| 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-m3693 |
| Rights | Rynearson-Johnson, Julia |
| 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-RynearsonJohnson-4377 |
| Archival file | uscthesesreloadpub_Volume14/etd-RynearsonJohnson-4377.pdf |
Description
| Title | Page 1 |
| Full text | ON-SITE IMPACTS OF TITLE I AND TITLE III GRANT FLEXIBILITY by Julia Johnson __________________________________________________________________ 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 Julia Johnson |
Comments
Post a Comment for Page 1
