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SECONDARY MATH REFORM AND THE ROLE OF POLICY, PRACTICE
AND INSTRUCTIONAL LEADERSHIP ON MATH ACHIEVEMENT: A CASE
STUDY OF VALLEY HIGH SCHOOL
by
Staci Lynn Erlandson
_____________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOURTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Staci Lynn Erlandson
Object Description
| Title | Secondary math reform and the role of policy, practice, and instructional leadership on math achievement |
| Author | Erlandson, Staci Lynn |
| Author email | erlandso@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-01-29 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-05-12 |
| Advisor (committee chair) | Marsh, David |
| Advisor (committee member) |
Rousseau, Sylvia Olsen, Carlye |
| Abstract | Poor student mathematics achievement in American public schools, as determined by national and international rankings in math has resulted in public and political pressure to reform our public educational systems. Current federal and state accountability policies and systems have been focused on this issue consistently for almost the last two decades. A tremendous amount of school reforms have occurred effecting both students and stakeholders. However, despite dramatic, timeconsuming, and costly efforts, student achievement wanes and the gaps persist between white and Asian students and students of color. The new paradigm of school management, instructional leadership, has dominated the conversations and several configurations of school designs, curriculum and instructional modifications have been pursued with the goal of finding just the right recipe for student success.; The purpose of this study is to examine the conditions that fostered mathematics achievement at one urban high school. Specifically the study examines school design, school and classroom policies, conditions and best practices that enabled the improvement in student achievement, and the role of the instructional leader in shaping and directing the reform efforts in improving student achievement in mathematics. The study also aimed to increase our understanding of howinstructional leadership impacted the creation of a culture for mathematics achievement when the instructional leaders lacked strong, pedagogical knowledge in mathematics as a subject area. |
| Keyword | secondary math reform |
| 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-m1238 |
| Rights | Erlandson, Staci Lynn |
| 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-Erlandson-20080512 |
| Archival file | uscthesesreloadpub_Volume40/etd-Erlandson-20080512.pdf |
Description
| Title | Page 1 |
| Full text | SECONDARY MATH REFORM AND THE ROLE OF POLICY, PRACTICE AND INSTRUCTIONAL LEADERSHIP ON MATH ACHIEVEMENT: A CASE STUDY OF VALLEY HIGH SCHOOL by Staci Lynn Erlandson _____________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOURTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2008 Copyright 2008 Staci Lynn Erlandson |
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