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THE BLOCK SCHEDULE AND ENGLISH LANGUAGE LEARNERS:
IMPACT ON ACADEMIC PERFORMANCE AND GRADUATION RATE AT OXBOW HIGH SCHOOL
by
Graham Jeffrey Gurney
_______________________________________________
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
August 2009
Copyright 2009 Graham Jeffrey Gurney
Object Description
| Title | The block schedule and the English language learners: impact on academic performance and graduation rate at Oxbow High School |
| Author | Gurney, Graham Jeffrey |
| Author email | ggurney@usc.edu; ggurney2@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-05-12 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-07-15 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Valles, Rocky Reed, Margaret |
| Abstract | The purpose of this study was to examine the impact that the block schedule has on the academic achievement of English Language Learners (ELL) at Oxbow High School. A nonequivalent independent group design was used in this study. In this quasi-experimental design, students were not randomly assigned, but the comparison school that was used had similar demographic characteristics to Oxbow High School. Comparisons were made between the experimental school and the comparison school before and after the intervention.; Scores on the California Standards Test and the California High School Exit exam for the 9th -11th grade students on the block schedule were compared to students on the traditional six-period schedule. Another area that was also examined was the academic achievement for economically disadvantaged students and students who were not economically disadvantaged. Teachers were also surveyed to gauge their opinion of the block schedule, as well as the faculty’s report on best practices in the classroom and the effort required to implement these practices.; The results of the data analysis for the English Language Learners showed that students at Oxbow High School do not have any advantage taking classes using the block schedule. The data presented only reflects the results for the first year of the implementation of the block schedule and could be the result of the implementation dip experienced when a new program is introduced.; The school needs to focus on supporting the teachers by providing necessary professional development on block scheduling and best practices that can be optimized with a block schedule. Professional development will enable the teachers to close the achievement gap for all students at Oxbow High School. Further research still needs to be done to understand why ELL students are not closing the achievement gap between ELLs and their peers. |
| Keyword | block schedule; English language learners; academic performance; graduation rate |
| 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-m2367 |
| Rights | Gurney, Graham Jeffrey |
| 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-Gurney-3030 |
| Archival file | uscthesesreloadpub_Volume29/etd-Gurney-3030.pdf |
Description
| Title | Page 1 |
| Full text | THE BLOCK SCHEDULE AND ENGLISH LANGUAGE LEARNERS: IMPACT ON ACADEMIC PERFORMANCE AND GRADUATION RATE AT OXBOW HIGH SCHOOL by Graham Jeffrey Gurney _______________________________________________ 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 August 2009 Copyright 2009 Graham Jeffrey Gurney |
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