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SCHOOL-WIDE IMPLEMENTATION OF THE ELEMENTS OF EFFECTIVE
CLASSROOM INSTRUCTION: LESSONS FROM A HIGH-PERFORMING,
HIGH-POVERTY URBAN SCHOOL
by
Hilarie Dyson
__________________________________________________________________
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 Hilarie Dyson
Object Description
| Title | School-wide implementation of the elements of effective classroom instruction: lessons from a high-performing, high-poverty urban school |
| Author | Dyson, Hilarie |
| Author email | hdyson@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-04-21 |
| Date submitted | 2008 |
| Restricted until | Restricted until 17 July 2010. |
| Date published | 2008-07-17 |
| Advisor (committee chair) | Stowe, Kathy |
| Advisor (committee member) |
Rousseau, Sylvia Picus, Lawrence |
| Abstract | The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: 1. What are the trends and patterns of student performance among students of color? 2. What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color?3. How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? 4. How is the construct of race reflected in the school’s structures and systems?; Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study.; The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period.; The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive relationships and interactions among students, teachers, parents, and community.; Suggestion for future research include a deep examination of how and why culturally relevant pedagogy supports students of color, research on leadership and its impact on creating a positive school climate and culture to produce high student achievement by students of color, and the impact of early education programs on student achievement among poor students and students of color. |
| Keyword | urban school; best practice; high poverty; students of color |
| 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-m1353 |
| Rights | Dyson, Hilarie |
| 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-Dyson-20080717 |
| Archival file | uscthesesreloadpub_Volume44/etd-Dyson-20080717.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 Hilarie Dyson __________________________________________________________________ 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 Hilarie Dyson |
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