A Tale of Two Effective Title One Reward Charter Schools

Autor/in	Metcalfe, Laura
Titel	A Tale of Two Effective Title One Reward Charter Schools
Quelle	(2014), (204 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Achievement Tests; Success; Poverty; At Risk Students; High School Students; Disadvantaged Youth; Qualitative Research; Case Studies; Standardized Tests; Observation; Interviews; Documentation; Charter Schools; Racial Differences; Cognitive Ability; Socioeconomic Status; Parent Influence; Barriers; Constructivism (Learning); Low Achievement; Curriculum; Educational Quality; School Culture; Teacher Role; Caring; Rewards; Arizona (Phoenix) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Erfolg; Armut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher; Qualitative Forschung; Case study; Fallstudie; Case Study; Standadised tests; Standardisierter Test; Beobachtung; Interviewing; Interviewtechnik; Dokumentation; Charter school; Charter-Schule; Rassenunterschied; Denkfähigkeit; Socio-economic status; Sozioökonomischer Status; Unterdurchschnittliche Leistung; Curricula; Lehrplan; Rahmenplan; Quality of education; Bildungsqualität; Schulkultur; Schulleben; Lehrerrolle; Care; Pflege; Sorge; Betreuung; Reward; Belohnung
Abstract	This research project was a study that was based on a prior dissertation study that analyzed student success, as measured by achievement tests, within local communities with high poverty rates. Two Title 1 Reward high schools in the Phoenix area were examined through qualitative case studies to determine what had been implemented to help eliminate the perception of students coming from low income socio-economic backgrounds to achieve success on standardized tests. Five research questions were answered through classroom observation, interviews, and artifact collection and analysis to determine what efforts ensured student success. The aim of this dissertation study was to have provided other high schools whose student populations included low-income socio-economic backgrounds to implement and foster success for their students with possible replication. Findings from this study included five research questions. Results from research question one outlined evidence that helped to explain how EHS was successful in helping their students be effective on standardized tests. Next, question two results exposed that EHS nurtured a culture of trust amongst teachers and administrators. Thirdly, question three illustrated for the reader more commonalities amongst the schools. Research question four results included that EHS and WHS worked hard to build student attitudes/attributes to have enjoyed success on standardized testing. Finally, question five results indicated that EHS used a shared leadership model having consisted of a principal, federal programs director, and counselor. The following are appended: (1) Questions for First Focus Group/Interviews; (2) Questions for Second Focus Group/Interviews; (3) NAU Dissertation Study Classroom Observation Form; (4) Interview Request Letter; (5) NAU IRB; (6) Informed Consent; and (7) Parent School Compact. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01