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THE EFFECTS OF CULTURALLY RESPONSIVE STANDARDS BASED
INSTRUCTION ON AFRICAN AMERICAN STUDENT ACHIEVEMENT
by
Shelley Jeannine Jones
________________________________________________
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 Shelley Jeannine Jones
Object Description
| Title | The effects of culturally responsive standards based instruction on African American student achievement |
| Author | Jones, Shelley Jeannine |
| Author email | shelleyj25@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-03-20 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-04-22 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Bishop, Ramona Goodyear, Rodney |
| Abstract | The purpose of this concurrent mixed methods study was to better understand the effects of Culturally Responsive Standards Based Instruction on African American achievement by converging both quantitative and qualitative data. In the study California Standards Test results were used to measure the effectiveness of Culturally Responsive Standards Based Instruction (CRSBI) on African American student performance. At the same time CRSBI was be explored using qualitative observations of students, teachers, administration, and parents at a single school site with effective implementation.; A mixed methods approach which included the collection of both quantitative and qualitative data (Creswell, 2000) was used for the purposes of researching the question: does CRSBI affect the achievement of African American students. For the quantitative portion of the study a longitudinal time series quasi-experimental summative evaluation design format was used. The experimental group contained a school that is identified as using CRSBI and the control groups were Los Angeles Unified School District and the state of California. The 2007 California Standards Test (CST) data was used to compare the experimental and control groups.; The qualitative factor in this study was the semi-structured observations at the CRSBI school. The school of choice is the CRSBI school with the highest API and the highest population of African American students. The observations were focused on the effective implementation of the various aspects of CRSBI.; The quantitative data indicated that an African American student at the school which implements CRSBI with integrity as evidenced by the qualitative observations is 190% more likely to pass English Language Arts and 153% more likely to pass Math than an African American student in the Los Angeles Unified School District. This same student is 172% more likely to pass English Language Arts and 138% more likely to be proficient in Math than an African American student in the state of California. Therefore, while the qualitative data proved that effective implementation is a daunting task requiring knowledge, desire, and commitment it can be said that CRSBI has an overwhelming positive effect on the academic achievement of African American students. |
| Keyword | culturally responsive instruction; African American |
| Geographic subject (city or populated place) | Los Angeles County |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m1184 |
| Rights | Jones, Shelley Jeannine |
| 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-Jones-20080422 |
| Archival file | uscthesesreloadpub_Volume32/etd-Jones-20080422.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECTS OF CULTURALLY RESPONSIVE STANDARDS BASED INSTRUCTION ON AFRICAN AMERICAN STUDENT ACHIEVEMENT by Shelley Jeannine Jones ________________________________________________ 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 Shelley Jeannine Jones |
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