Page 98 |
Save page Remove page | Previous | 98 of 190 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
91
the behavior of their students, influencing children’s future actions and self
perceptions” (Clark & Artiles, 2000, p. 77). Thus, it is key teachers understand the
impact that their perceptions of students have on motivation and in turn, student
achievement. Once this concept is addressed and understood, then educators may
move towards increasing their cultural knowledge and more effectively address the
Hispanic EL student needs within RUSD. Therefore, it is important that the district
provide professional development for increasing teachers’ cultural knowledge of
their students within the context of the deep impact their personal perceptions has on
student achievement.
Funds of Knowledge
Work on “funds of knowledge” began as a response to deficit views of
students from diverse language and cultural backgrounds. Simply stated, this
perspective considers the everyday knowledge of families and communities as
resources which can be used in instruction, rather than as deficits to be overcome.
Gonzalez, Moll, Floyd-Tenery, Rivera, Rendon, Gonzales, and Amanti (1993), have
argued that some schools generally view working-class minority households as not
providing students with socially and intellectually rich resources. Thus, educators
have blamed this disadvantage as a means to justify lowered learning expectations.
These researchers also suggest that overall, educators have negated to utilize, as a
foundation, the knowledge these students bring to school from their homes by
emphasizing instead what these students lack in terms of language and knowledge.
By understanding the accumulated knowledge base from each home, teachers have
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 98 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 91 the behavior of their students, influencing children’s future actions and self perceptions” (Clark & Artiles, 2000, p. 77). Thus, it is key teachers understand the impact that their perceptions of students have on motivation and in turn, student achievement. Once this concept is addressed and understood, then educators may move towards increasing their cultural knowledge and more effectively address the Hispanic EL student needs within RUSD. Therefore, it is important that the district provide professional development for increasing teachers’ cultural knowledge of their students within the context of the deep impact their personal perceptions has on student achievement. Funds of Knowledge Work on “funds of knowledge” began as a response to deficit views of students from diverse language and cultural backgrounds. Simply stated, this perspective considers the everyday knowledge of families and communities as resources which can be used in instruction, rather than as deficits to be overcome. Gonzalez, Moll, Floyd-Tenery, Rivera, Rendon, Gonzales, and Amanti (1993), have argued that some schools generally view working-class minority households as not providing students with socially and intellectually rich resources. Thus, educators have blamed this disadvantage as a means to justify lowered learning expectations. These researchers also suggest that overall, educators have negated to utilize, as a foundation, the knowledge these students bring to school from their homes by emphasizing instead what these students lack in terms of language and knowledge. By understanding the accumulated knowledge base from each home, teachers have |
