Page 133 |
Save page Remove page | Previous | 133 of 190 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
126
REFERENCES
American Education Act (1974)
Anderson, L.W., and Krathwohl, D. R. (2001). A taxonomy for learning, teaching,
and asssessing: A revisión of bloom’s taxonomy of educational objectives.
Addison Wesley Longman, Inc.
Anderson, S. (2003). The school district role in educational change: A review of the
literature (ICEC No. 2). Ontario, Canada: International Center for
Educational Change, Ontario Institute fir Studies in Education.
Artiles, A.J., Rueda, R., Salazar, J., & Higareda, I. (2005). Within-group diversity in
minority representation: English language learners in urban school districts.
Exceptional Children, 71(3), 283-300.
Atkinson, J.W., (1957). Motivational determinants of risk taking behavior.
Psychological Review, 64, 359-372.
Ball, D.L. (1990). The mathematical understandings that prospective teachers bring
to teacher education. Elementary School Journal, 90(4), 449-466.
Ballantyne, K. G., sanderman, A. R., & Levy, J. (2008). Educating English
Language learners: Building teacher capacity. Washington, DC: National
Clearinghouse for English Language Acquisition. Retrieved June 10, 2010,
from
http://www.ncela.gwu.edu/files/uploads/3/EducatingELLsBuildingTeacherCa
pacityVol1.
Barton, P., & Coley, R. (2008). Windows on achievement and inequality. Retrieved
from http://www.ets.org on 4/20/2010.
Bennett, C. (2001). Genres of research in multicultural education. Review of
Educational Research, 71(2).
Bensimon, (2004). The report card. Phi Delta Kappan. Univerity of Southern
California.
Bosniak, Linda S. (1996). Opposing prop. 187: undocumented immigrants and the
national imagination. Connecticut Law Review, 28(3), 555-571.
Brown v. Board of Education, 347 U.S. 483 (1954).
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 133 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 126 REFERENCES American Education Act (1974) Anderson, L.W., and Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and asssessing: A revisión of bloom’s taxonomy of educational objectives. Addison Wesley Longman, Inc. Anderson, S. (2003). The school district role in educational change: A review of the literature (ICEC No. 2). Ontario, Canada: International Center for Educational Change, Ontario Institute fir Studies in Education. Artiles, A.J., Rueda, R., Salazar, J., & Higareda, I. (2005). Within-group diversity in minority representation: English language learners in urban school districts. Exceptional Children, 71(3), 283-300. Atkinson, J.W., (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372. Ball, D.L. (1990). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90(4), 449-466. Ballantyne, K. G., sanderman, A. R., & Levy, J. (2008). Educating English Language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved June 10, 2010, from http://www.ncela.gwu.edu/files/uploads/3/EducatingELLsBuildingTeacherCa pacityVol1. Barton, P., & Coley, R. (2008). Windows on achievement and inequality. Retrieved from http://www.ets.org on 4/20/2010. Bennett, C. (2001). Genres of research in multicultural education. Review of Educational Research, 71(2). Bensimon, (2004). The report card. Phi Delta Kappan. Univerity of Southern California. Bosniak, Linda S. (1996). Opposing prop. 187: undocumented immigrants and the national imagination. Connecticut Law Review, 28(3), 555-571. Brown v. Board of Education, 347 U.S. 483 (1954). |
