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165
APPENDIX G: DATA COLLECTION CODEBOOK
The Data Collection Codebook clarifies the specific data that was collected in the
quantitative data protocol.
DATA COLLECTION CODEBOOK
This Codebook is intended to be used solely for EDUC 790 and 792 (Picus) – School
Resource Use and Instructional Improvement Strategies. It identifies data collection
items and their definitions. This document is organized according to the corresponding
Data Collection Protocol and the web portal for data entry (www.lopassociates.com).
I. School Profile
Each data item has a place for notes. This section is meant to be used for any
notations that you would like to record as a personal reminder. Notes fields will
not be used in data analysis.
A. School Name: In your training binder, there will be a group of schools for
which you are responsible. The school name and contact information are
located under the Schools tab.
B. School State ID: This is the identification number that the state has assigned
the school. You do not need to enter this; it has been entered for you.
C. Address Line 1: Street address of the school
D. Address Line 2: (optional) Second line of street address of the school
E. City: City of the school
F. State: “CA” is automatically entered for you.
G. Zip: Postal zip code of the school
H. Phone: Main office phone number for the school
I. Fax: Main office fax number for the school
J. Website: School’s official website
II. School Contacts
This section is for recording the contact people at the school. This will include
the principal, and most likely the secretary. Anyone else you interview should
also be recorded here. Any notes you’d like to make about this person (E.g.
phonetic spelling of their name) should go in the notes sections, as well as what
the data source is.
A. Title: The job title of the person who you interview from the school.
B. Honorific: Mr., Mrs., Ms., Dr., Rev., etc.
C. First Name: Formal first name of school staff member (E.g. Michael instead
of Mike)
D. Initial: (optional) Middle initial of school staff member
E. Last Name: Surname of school staff member
F. Suffix: (optional) Jr., etc.
Object Description
| Title | Navigating troubled waters: case studies of three California high schools' resource allocation strategies in 2010-2011 |
| Author | Landisi, Brian Anthony |
| Author email | landisi@usc.edu; blandisi@charter.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-28 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-28 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | This study was conducted to examine instructional strategies and resource allocation in successful schools. The study was based on the analysis of three comprehensive high schools in one school district in Southern California. Each of the study schools increased students’ academic achievement over time as measured by sustained growth on California’s Academic Performance Index. The efforts of these study schools also contributed to narrowing the achievement gap.; Successful schools in this study were analyzed primarily through the lens of Odden’s (2009) 10 Strategies for Doubling Student Performance. In addition to effective organizational and instructional strategies, this study also analyzed human and fiscal resource allocation at the sample schools. The study used the Evidence-Based Model (Odden & Picus, 2008) to analyze how the schools allocated resources during 2010-2011, navigating a catastrophic economic crisis facing California and the rest of the nation. Interview data, student achievement data and information on school-level resource use were included in case studies on each of these successful schools.; The findings indicate that although the resource use patterns of the study schools were significantly fewer than what the Evidence-Based Model suggests, the improvement strategies showed many commonalities to those suggested in the body of literature on school improvement. Strong leadership from the district office supported the reform efforts at each of the school sites. This leadership came in the form of a single district focus combined with continuity of leadership, development and retention of talent within the district and a common school improvement framework.; A heavy investment of time and fiscal resources into professional development created a collaborative culture within and between the high schools in the study. The schools that were most successful in raising student achievement demonstrated a commitment to collaboration and embraced the role of teacher leaders. The most effective schools in the study had in place internal accountability structures to support the implementation of the school and district focus. It is the effective implementation of research-based strategies, not simply resource allocation that makes schools successful and contributes to further growth in student achievement. Implications for policy and practice are discussed. |
| Keyword | education finance; secondary education; educational leadership; budget crisis; instructional leadership; Odden and Picus; resource allocation; school finance; school reform |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2010/2011 |
| 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-m3797 |
| Contributing entity | University of Southern California |
| Rights | Landisi, Brian Anthony |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Landisi-4355 |
| Archival file | uscthesesreloadpub_Volume14/etd-Landisi-4355.pdf |
Description
| Title | Page 177 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 165 APPENDIX G: DATA COLLECTION CODEBOOK The Data Collection Codebook clarifies the specific data that was collected in the quantitative data protocol. DATA COLLECTION CODEBOOK This Codebook is intended to be used solely for EDUC 790 and 792 (Picus) – School Resource Use and Instructional Improvement Strategies. It identifies data collection items and their definitions. This document is organized according to the corresponding Data Collection Protocol and the web portal for data entry (www.lopassociates.com). I. School Profile Each data item has a place for notes. This section is meant to be used for any notations that you would like to record as a personal reminder. Notes fields will not be used in data analysis. A. School Name: In your training binder, there will be a group of schools for which you are responsible. The school name and contact information are located under the Schools tab. B. School State ID: This is the identification number that the state has assigned the school. You do not need to enter this; it has been entered for you. C. Address Line 1: Street address of the school D. Address Line 2: (optional) Second line of street address of the school E. City: City of the school F. State: “CA” is automatically entered for you. G. Zip: Postal zip code of the school H. Phone: Main office phone number for the school I. Fax: Main office fax number for the school J. Website: School’s official website II. School Contacts This section is for recording the contact people at the school. This will include the principal, and most likely the secretary. Anyone else you interview should also be recorded here. Any notes you’d like to make about this person (E.g. phonetic spelling of their name) should go in the notes sections, as well as what the data source is. A. Title: The job title of the person who you interview from the school. B. Honorific: Mr., Mrs., Ms., Dr., Rev., etc. C. First Name: Formal first name of school staff member (E.g. Michael instead of Mike) D. Initial: (optional) Middle initial of school staff member E. Last Name: Surname of school staff member F. Suffix: (optional) Jr., etc. |
