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37
content of literacy instruction. The researchers revolve their work around four areas
of instruction: authenticity, classroom discourse, teacher’s roles, and curricular
control.
The notion of authenticity is crucial in ensuring student engagement and
learning, thus increasing student procedural knowledge. Some teachers often lack
the knowledge to effectively engage students towards a specific learning objective.
“Too many school tasks are unauthentic, unrealistic, and by implication, not useful
for engaging in real world literacy activities” (Pearson & Raphael, 1999, p. 25).
Students do not always understand how the learning in one task can transfer onto
other things. Tasks should therefore reflect realistic situations with viable goals. A
simple example is writing for a specific audience and purpose rather than for solely
demonstrating knowledge of conventions. Classroom discourse, according to the
researchers, includes control of topics of turns by both teachers and students. The
extent of control should be determined by the activity’s goals so that a variety of
discussion patterns are experienced in the classroom setting. Teachers’ roles and
classroom discourse are closely related in that both deal with control. However the
former impacts solely teacher control. Pearson and Raphael (1999) state students
learn passively when teachers engage in direct instruction and learn actively when
the teacher facilitates a classroom discussion. Therefore, it is vital that teachers
combine a mixture of instructional delivery methods to maximize learning: explicit
instruction, modeling, scaffolding, facilitating, and participating. Sadly, students
from high SES backgrounds usually benefit from high yielding instruction and
Object Description
| Title | An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District |
| Author | Molina-Solis, Lesette Wendy |
| Author email | lwm5995@lausd.net; molinaso@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-28 |
| Advisor (committee chair) |
Rueda, Robert S. Marsh, David D. |
| Advisor (committee member) | Escalante, Michael F. |
| Abstract | The purpose of this case study was to conduct a gap analysis for the pervasive underperformance of Hispanic English Learner (EL) students in Rowland Unified School District. This qualitative inquiry project looked at educational practices from elementary through middle school throughout the district and how these aligned to district initiatives for narrowing the gap. Through the use of interviews, observations and surveys, the authors gathered information to develop perceived root causes and then formulate solutions to present to the Superintendent and her executive board.; The process of change, district support and cultural proficiency all contributed to the existing Hispanic EL achievement gap in Rowland Unified. Despite the district’s efforts in addressing the students’ needs via district wide initiatives supported from a grant through the Ball Foundation, high beliefs in collaboration and de-centralized nature of the district, Hispanic EL student needs were not adequately being addressed. In actuality, the fairly recent programs identified to address EL needs had not been fully implemented by all district stakeholders. Although district level personnel demonstrated much support and commitment to addressing EL student needs, the decentralized nature of the district hampered the implementation with fidelity of EL classroom strategies. Lastly, a sufficient percentage of staff members had perceived assumptions about their students’ academic progress. The staff overwhelming demonstrated limited cultural proficiency about their students’ home life, background and knowledge base to adequately aid their students in gaining access to the classroom curriculum. In addition to sustaining and ensuring implementation of research based effective teaching practices for ELs, staff members need to increase their understanding of their students’ cultural background through guidance and increased accountability from the district. |
| Keyword | Hispanic EL; achievement gap; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2001/2010 |
| 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-m3802 |
| Contributing entity | University of Southern California |
| Rights | Molina-Solis, Lesette Wendy |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-MolinaSolis-4309 |
| Archival file | uscthesesreloadpub_Volume14/etd-MolinaSolis-4309.pdf |
Description
| Title | Page 44 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 37 content of literacy instruction. The researchers revolve their work around four areas of instruction: authenticity, classroom discourse, teacher’s roles, and curricular control. The notion of authenticity is crucial in ensuring student engagement and learning, thus increasing student procedural knowledge. Some teachers often lack the knowledge to effectively engage students towards a specific learning objective. “Too many school tasks are unauthentic, unrealistic, and by implication, not useful for engaging in real world literacy activities” (Pearson & Raphael, 1999, p. 25). Students do not always understand how the learning in one task can transfer onto other things. Tasks should therefore reflect realistic situations with viable goals. A simple example is writing for a specific audience and purpose rather than for solely demonstrating knowledge of conventions. Classroom discourse, according to the researchers, includes control of topics of turns by both teachers and students. The extent of control should be determined by the activity’s goals so that a variety of discussion patterns are experienced in the classroom setting. Teachers’ roles and classroom discourse are closely related in that both deal with control. However the former impacts solely teacher control. Pearson and Raphael (1999) state students learn passively when teachers engage in direct instruction and learn actively when the teacher facilitates a classroom discussion. Therefore, it is vital that teachers combine a mixture of instructional delivery methods to maximize learning: explicit instruction, modeling, scaffolding, facilitating, and participating. Sadly, students from high SES backgrounds usually benefit from high yielding instruction and |
