Page 1 |
Save page Remove page | Previous | 1 of 190 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
Running Head: LANGUAGE ARTS INSTRUCTION 1
A COMPARATIVE STUDY OF LANGUAGE ARTS INSTRUCTION IN TRIPLY SEGREGATED HIGH SCHOOLS
by
Maria Guadalupe Gomez
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2013
Copyright 2013 Maria Guadalupe Gomez
Object Description
| Title | A comparative study of language arts instruction in triply segregated high schools |
| Author | Gomez, Maria Guadalupe |
| Author email | mariaggo@usc.edu;lupegomez78@sbcglobal.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2013-02-11 |
| Date submitted | 2013-03-12 |
| Date approved | 2013-03-13 |
| Restricted until | 2013-03-13 |
| Date published | 2013-03-13 |
| Advisor (committee chair) | Mora-Flores, Eugenia |
| Advisor (committee member) |
Hirabayashi, Kimberly Perez, Mayra |
| Abstract | This study set out to examine literacy practices in triply segregated comprehensive and continuation high schools. The focus of the study was on instructional strategies implemented by high school teachers to teach reading comprehension, high-level literacy and writing. Four high school English language arts classrooms; two comprehensive and two continuation, were studied from a large urban district. ❧ Two English teachers from each site were observed on three nonconsecutive days and interviewed to gather information on current literacy instructional practices utilized by teachers. Classroom observations lasted a period of 40 to 55 minutes and were audio recorded. ❧ The student demographic data analyzed determined students at both comprehensive and continuation high schools were similar in terms of key demographics such as reading and writing proficiency, ethnic and racial backgrounds, language and socioeconomic status. Observations at both comprehensive and continuation high schools confirm research which asserts adolescents spend most of their time in English classes that are monologic (Nystrand, 2006). In monologic classrooms, discussions are controlled by the teacher, with the goal of transmitting knowledge which students are required to remember. High-level literacy strategies were rarely observed in comprehensive high schools and were apparent in two continuation high school classrooms. There is a discrepancy between what teachers report utilizing as high-level literacy strategies and what was actually observed by the researcher. Similarities on teachers’ use of writing strategies were not evident among all eight teachers. Based on the findings of the study, district administrators are urged to allocate resources for continued professional development and support to teachers. Administrators need to become instructional leaders and develop a cohesive professional development plan for their school site. There is a need for teachers to collaborate and situate the learner at the center of the classroom. |
| Keyword | alternative education; continuation high school;literacy |
| 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 |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Gomez, Maria Guadalupe |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@dots.usc.edu |
| Archival file | uscthesesreloadpub_Volume7/etd-GomezMaria-1470.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | Running Head: LANGUAGE ARTS INSTRUCTION 1 A COMPARATIVE STUDY OF LANGUAGE ARTS INSTRUCTION IN TRIPLY SEGREGATED HIGH SCHOOLS by Maria Guadalupe Gomez A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2013 Copyright 2013 Maria Guadalupe Gomez |
