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SCHOOL-WIDE IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE
CLASSROOM INSTRUCTION: LESSONS FROM HIGH-PERFORMING, HIGH-POVERTY
URBAN SCHOOLS
by
Spring Cooke
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Spring Cooke
Object Description
| Title | School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty schools |
| Author | Cooke, Spring Edwards |
| Author email | springco@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-03-28 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-04-15 |
| Advisor (committee chair) | Rousseau, Sylvia G. |
| Advisor (committee member) |
Stowe, Kathy Huisong Gothold, Stuart E. |
| Abstract | High-achieving, high-poverty urban schools with large concentrations of students of color implement school-wide systems and structures that support effective classroom instruction. Positive trends and patterns of high achievement for these students have not been realized nationally and their schools are uncommon. The purpose of this case study was to identify such schools and the systems and structures that are perceived to contribute to their success. Research questions and a theoretical framework were developed by a thematic group at the University of Southern California.; Research questions addressed all facets of the theoretical framework. Ocean View Elementary School was selected because it met the criteria established by the thematic group. Schools participating in the study were required to have at least 60% socioeconomically disadvantaged students, over 50% students of color, and have demonstrated a minimum of 2 deciles' growth in 2 years. In addition, the school could not have a demonstrated overrepresentation of racial/ethnic minority and language minority students in Special Education.; Twelve voluntary interviews were conducted with school stakeholders. Observations were made throughout the school. Documents and publicly reported data were also analyzed to establish reliability and validity and to provide a means of triangulation.; After analyzing the data, it was found that multiple systems and structures were perceived by participants to contribute to the high achievement of all students. These included data analysis, goal setting, and collaboration. Each of these systems or structures was consistent with the literature, the theoretical framework, and the research questions. There were also ways in which school practice was inconsistent with the literature, the theoretical framework, and the research questions. These inconsistencies may account for persistent gaps between the achievement of students of color and their peers.; This case study provides rich descriptions of how Ocean View Elementary School used data analysis, goal setting, and collaboration to achieve high student outcomes. It implies, however, that these systems and structures are insufficient to eliminate the differences that exist between the achievement of students of color and their peers. It suggests that culturally relevant teaching and multicultural education may be important contributors to the achievement of students of color. |
| Keyword | high-performing; high-poverty; students of color; urban schools |
| Geographic subject | educational facilities: Ocean View Elementary School |
| Geographic subject (city or populated place) | Marina |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m1123 |
| Contributing entity | University of Southern California |
| Rights | Cooke, Spring Edwards |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Cooke-20080415 |
| Archival file | uscthesesreloadpub_Volume40/etd-Cooke-20080415.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | SCHOOL-WIDE IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE CLASSROOM INSTRUCTION: LESSONS FROM HIGH-PERFORMING, HIGH-POVERTY URBAN SCHOOLS by Spring Cooke ____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2008 Copyright 2008 Spring Cooke |
