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LEADERSHIP, SCHOOL CULTURE, COLLABORATIVE PRACTICE, AND
TEACHER BELIEFS: A CASE-STUDY OF SCHOOLWIDE STRUCTURES AND
SYSTEMS AT A HIGH PERFORMING HIGH POVERTY SCHOOL
by
Hazel Giusto
________________________________________________________________
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 Hazel Giusto
Object Description
| Title | Leadership, school culture, collaborative practice, and teacher beliefs: A case-study of schoolwide structures and systems at a high performing high poverty school |
| Author | Giusto, Hazel Michelle |
| Author email | giusto@usc.edu; hgiusto@avhsd.org |
| 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 | 2011-05-09 |
| Advisor (committee chair) |
Picus, Lawrence Gothold, Stuart |
| Abstract | Historically, high poverty schools have not been meeting standards for proficiency and have been associated with low academic achievement according to years of research and national averages. The relationship between professional learning and student achievement may provide insight into how it influences classroom instruction and student learning, especially in high poverty schools.; This study aimed to identify the perceived schoolwide structures and systems that contributed to high student achievement in a high poverty school; how the organizational systems were implemented and sustained to impact high student achievement; and how instructional leaders and leadership help cultivate professional learning to foster effective classroom instruction. A qualitative case-study was conducted, including eight semi-structured interviews with administrators, teachers, and staff along with eight classroom, school, and two collaboration meeting observations. School artifacts were also collected and analyzed to triangulate data.; This research focused on two main structures perceived to exist that influenced schoolwide effective classroom instruction leading to high student achievement, including providing rigor through implementation of A-G eligibility and the bell schedule as a result of district centralization requiring embedded collaboration time. Within those structures, systems were in place to contribute to high student achievement, including direct and indirect mentoring and relationships, data-driven decisions, and positive teacher beliefs.; The main systems that were found to be implemented and sustained to support high student achievement included professional learning and high expectations for all, including open communication. The instructional leaders supported professional learning for their staff to cultivate effective classroom instruction by instilling ownership and ensuring that they are knowledgeable. With high expectations held for all and the supported collaborative practices implemented and sustained, the school has developed a strong school culture through collective efficacy.; Although the research suggests that collective efficacy and a strong school culture are valuable in regards to professional learning, there is still a need to understand how and why dialogue works as an effective tool for change amongst teachers and staff. The relationship between the dialogue that occurs during collaborative practice and student achievement needs to be investigated further in order to provide a deeper understanding of how to structure dialogue amongst teachers and staff to help impact student achievement through professional learning opportunities. |
| Keyword | effective schools; high poverty; systems; structures; professional learning; professional development; leadership; coaching model; high expectations; school culture |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2004/2010 |
| 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-m3932 |
| Rights | Giusto, Hazel Michelle |
| 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-Giusto-4494 |
| Archival file | uscthesesreloadpub_Volume48/etd-Giusto-4494.pdf |
Description
| Title | Page 1 |
| Full text | LEADERSHIP, SCHOOL CULTURE, COLLABORATIVE PRACTICE, AND TEACHER BELIEFS: A CASE-STUDY OF SCHOOLWIDE STRUCTURES AND SYSTEMS AT A HIGH PERFORMING HIGH POVERTY SCHOOL by Hazel Giusto ________________________________________________________________ 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 Hazel Giusto |
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