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ORGANIZATIONAL STRUCTURES AND SYSTEMS IN HIGH-PERFORMING,
HIGH-POVERTY URBAN SCHOOLS: THE
CONSTRUCT OF RACE AND TEACHER EXPECTATIONS
AS MEDIATING FACTORS IN STUDENT
ACHIEVEMENT
by
Deborah Maryland Neal
__________________________________________________________________
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 2008
Copyright 2008 Deborah Maryland Neal
Object Description
| Title | Organizational structures and systems in high-performing, high-poverty urban schools: the construct of race and teacher expectations as mediating factors in student achievement |
| Author | Neal, Deborah Maryland |
| Author email | dneal1155@aol.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-04-21 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-06-12 |
| Advisor (committee chair) | Stowe, Kathy |
| Advisor (committee member) |
Rousseau, Sylvia Picus, Lawrence |
| Abstract | This qualitative study focused on school organizational structures and systems in high-performing high-poverty urban schools with large concentrations of students of color. The focal group of the study was African American students in a comprehensive high school grades 9 through 12. The study began with an analysis of the historical achievement disparity between African American students and their White counterparts. The study addressed four research questions for which the overarching theoretical framework was sociocultural in nature. Operational definitions developed by a thematic dissertation group were provided for school structures and systems as a prelude to the line of inquiry and discussion about their effectiveness.; An examination of trends and patterns of achievement of African American students as well as other students of color within this high school addressed social and cultural capital as espoused by Coleman, Bourdieu, and Stanton-Salazar. School organizational structures and systems were identified and examined through Brofenbrenner' s ecological model. Effective classroom practices were examined from the perspective of their support from school structures and systems, using Vygotsky' s sociocultural theory of learning as the framework. The construct of race was addressed through the lens of critical race theory, an emerging theoretical framework in education pertinent to the exploration of the impact of race and racism in education as manifested through school structures and systems. The study presents recommendations and implications for further research in the area. |
| Keyword | high-performing; high-poverty urban schools; school structures and systems; race and student achievement; teacher expectations and student achievement; educational psychology |
| 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-m1269 |
| Rights | Neal, Deborah Maryland |
| 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-Neal-20080612 |
| Archival file | uscthesesreloadpub_Volume29/etd-Neal-20080612.pdf |
Description
| Title | Page 1 |
| Full text | ORGANIZATIONAL STRUCTURES AND SYSTEMS IN HIGH-PERFORMING, HIGH-POVERTY URBAN SCHOOLS: THE CONSTRUCT OF RACE AND TEACHER EXPECTATIONS AS MEDIATING FACTORS IN STUDENT ACHIEVEMENT by Deborah Maryland Neal __________________________________________________________________ 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 2008 Copyright 2008 Deborah Maryland Neal |
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