Page 1 |
Save page Remove page | Previous | 1 of 236 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
SCHOOL-WIDE IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE
CLASSROOM INSTRUCTION: LESSONS FROM A HIGH-PERFORMING,
HIGH POVERTY URBAN SCHOOL
by
Yvette Marie Ventura
_________________________________________________________
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 Yvette Marie Ventura
Object Description
| Title | School-wide implementation of the elements of effective classroom instruction: lessons from a high-performing, high poverty urban school |
| Author | Ventura, Yvette Marie |
| Author email | yvmarie2@aol.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-04-18 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-10 |
| Advisor (committee chair) | Rousseau, Sylvia |
| Advisor (committee member) |
Stowe, Kathy Marsh, David |
| Abstract | The primary purpose of this study is to examine the role of systems and structures in promoting high academic achievements among students of color in high poverty schools; particularly as they prepare students for the transition from middle school to high school. The study seeks to examine the effectiveness of AVID as a system in producing a high performing, high poverty urban middle school.; A high performing, high poverty urban intermediate school with a large concentration of students of color in the Orange county area of California was selected for the study that had an AVID program. The criteria for a high performing school included schools that maintained or improved their API growth in a three to five year period. High poverty was defined as schools with 75 percent or more of their student population on free or reduced lunch and identified as Title I. Urban was defined as an area with a high population density and a high concentration of students of color. High concentration is defined as a minimum of 60 percent of students of color at a school site.; The case study was completed using a qualitative research design. Methods of data collection included observations, interviews and document analysis. Within this qualitative case study design, a process of triangulation was incorporated. A triangulation of the data was enabled through interviews, observations and school artifacts that were collected to gain a larger picture of the systems and structures at the school site to confirm findings.; Analysis of the data supported previous research findings on the systems and structures that supported high performance in a high poverty, urban school with a large concentration of students of color. The study also identified the need for systemic approaches driven by multiple leaders to implement these multiple factors effectively. The positive school culture at Urban Intermediate is the driving force in ensuring that all students have the opportunity to learn, and this was achieved by multiple factors working simultaneously. In addition an effective AVID program can provide students of color and low socio-economic status with access to rigorous curriculum and support for rigorous courses that they may not normally get at an urban school. AVID can also have an impact on a school's organizational systems and structures such as a college going environment, number of advance classes and providing social agents as identified in this study. |
| Keyword | urban; systems and structures; high performing; high poverty; AVID; case study |
| Geographic subject (county) | Orange 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-m1328 |
| Rights | Ventura, Yvette Marie |
| 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-Ventura-20080710 |
| Archival file | uscthesesreloadpub_Volume32/etd-Ventura-20080710.pdf |
Description
| Title | Page 1 |
| Full text | SCHOOL-WIDE IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE CLASSROOM INSTRUCTION: LESSONS FROM A HIGH-PERFORMING, HIGH POVERTY URBAN SCHOOL by Yvette Marie Ventura _________________________________________________________ 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 Yvette Marie Ventura |
Comments
Post a Comment for Page 1
