Page 1 |
Save page Remove page | Previous | 1 of 229 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
Running
head:
TRI-‐LEVEL
COLLABORATION:
CLASSROOM
TEACHER
FACTORS
1
AN EXAMINATION OF TRI-LEVEL COLLABORATION AROUND STUDENT
ACHIEVEMENT USING THE GAP ANALYSIS APPROACH:
TEACHER FACTORS
by
Anthony
Steven
Carruthers
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 Anthony Steven Carruthers
Object Description
| Title | An examination of tri-level collaboration around student achievement using the gap analysis approach: teacher factors |
| Author | Carruthers, Anthony Steven |
| Author email | ascarrut@usc.edu;ascarrut@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2013-03-07 |
| Date submitted | 2013-04-26 |
| Date approved | 2013-04-26 |
| Restricted until | 2013-04-26 |
| Date published | 2013-04-26 |
| Advisor (committee chair) | Yates, Kenneth A. |
| Advisor (committee member) |
Rueda, Robert McDonald, Brian |
| Abstract | Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement in the Pasadena Unified School District (PUSD) from the teacher perspective. As part of a tri-level study, two other projects examined collaboration around student achievement in PUSD from the perspectives of central office administrators (Llamas, 2013) and school site administrators (Salinas, 2013). The primary purpose of the current project was to identify the root causes in knowledge and skills, motivation, and organizational factors that explain the gap between PUSD teachers’ current performance and that required to achieve PUSD’s organizational goal to institutionalize collaboration around student achievement. Mixed methods were used to collect quantitative data from 219 teacher surveys and qualitative data from four teacher interviews. These data were used to validate and prioritize assumed causes in knowledge and skills, motivation, and organizational factors. The findings revealed root causes related to the following: 1. Organizational support for effective collaboration around student achievement; 2. Teacher commitment to professional learning; 3. Teacher capacity related to curriculum and assessment. Proposed solutions were aimed at strengthening organizational supports, fostering teacher commitment, and creating a framework for capacity building. |
| Keyword | collaboration; professional learning communities; defined autonomy; team development; student achievement; purposeful community; communities of practice; coherence; reciprocal accountability |
| 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 | Carruthers, Anthony Steven |
| 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@lib.usc.edu |
| Filename | etd-Carruthers-1604.pdf |
| Archival file | uscthesesreloadpub_Volume3/etd-Carruthers-1604.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | Running head: TRI-‐LEVEL COLLABORATION: CLASSROOM TEACHER FACTORS 1 AN EXAMINATION OF TRI-LEVEL COLLABORATION AROUND STUDENT ACHIEVEMENT USING THE GAP ANALYSIS APPROACH: TEACHER FACTORS by Anthony Steven Carruthers 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 Anthony Steven Carruthers |
