Thesis advisor: Dennis L. Shirley / Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Patrick J. McQuillan / Though writing is an essential life skill (National Commission on Writing, 2003, 2004, 2005), time spent writing in classrooms across the US is brief (Applebee and Langer, 2006; Applebee and Langer, 2011; Graham and Perin, 2007; National Commission on Writing, 2003). Furthermore, writing achievement of English learners (ELs) who represent nearly five million US students (Mather and Foxen, 2010) is often lower than other sub-groups (Fry, 2007, 2008). As such, using case study research (Stake, 2000, 2003) this study explored three sixth-eighth-grade teachers' experiences with an initiative to enhance writing instruction through the use of systemic functional linguistics (SFL), an approach that emphasizes writing for multiple purposes and the explicit teaching of language (Christie and Derewianka, 2008; Derewianka, 1990, 1999). SFL-informed instruction is an emerging strategy used to enhance the writing of ELs in US schools (see Brisk, Hodgson-Drysdale, and O'Connor, 2011; Brisk and Zisselsberger, 2010; Gebhard, et al., 2007; Schleppegrell and Go, 2007). A key argument of this ethnographic study is that the shape of the degree to which these three teachers took up a new way of teaching writing can be explained along a series of continua, consisting of the following five dimensions: cultivation of caring relationships with students, recognition of the needs of ELs, view of writing, commitment to professional growth, and commitment to collaboration and a number of related sub-dimensions. Another finding relates to the affective dimensions of teaching and learning, attention to which appeared to enhance teachers' enactment of SFL. Implications of these findings benefit teacher educators and professional development providers committed to enhancing writing instruction in US schools and speak to the field of educational reform more broadly by offering insight into multiple dimensions that influence teachers' uptake of a change endeavor. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Andy Hargreaves / After a decade of large-scale educational reform there is now a growing interest in grass-roots self-initiated change (Datnow et al., 2002; Hargreaves, 2009; Hargreaves & Shirley, 2009; Shirley, 2009). Yet, self-initiated change (SIC) remains largely undertheorized in the literature of educational change. Even the advocates of self-initiated change do not clearly specify the underlying mechanisms and the multi-dimensional processes by which SIC occurs. Utilizing a qualitative case study approach and a conceptual framework that draws from incremental institutional change theory and the literature on social movements within institutions, this study explored the following research questions: * What mechanisms do the change agents of SIC employ, How do they implement these mechanisms and why do they employ these mechanisms? * What are the characteristics of the processes of SIC? What is the pacing and sequencing of the change? * How does SIC unfold over time, and why? In answering these three initial questions a fourth research question emerged that summates the other three: *What implications does an investigation of self-initiated change in one school have for understanding existing theories of self-initiated and imposed educational change? Findings from this study revealed that self-initiated change involved a recombination that embodied the ideal of "change without pain" by balancing change and stability (Abrahamson, 2004). The process of self-initiated change turned out to be slow-moving (Pierson, 2004; Thelen & Mahoney, 2010). Mindful juxtaposition (Huy, 2001) and a dialectical perspective (Hargrave & Van de Ven, 2009) were required to address the multiple and contradictory dimensions of change. Based on these analyses, I propose ways of conceptualizing SIC as: "change without pain"; "slow-moving change"; and "dialectical/ cyclical change." / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Thesis advisor: Andy Hargreaves / Interest in educational change has continued to grow over the past three decades (Fullan, 1982; Tyack & Cuban, 1995). One focus has been the challenge of implementing sustainable reforms, particularly in secondary schools, which have traditionally been resistant to change (Goodson, 1983; Hargreaves, 2003; Louis & Miles, 1990; McLaughlin & Talbert, 2001). Another has been the role of teachers in implementing, sustaining and also resisting change (Fullan, 1993; Hargreaves, 1994; Kennedy, 2005; Little, 1996). In spite of challenges--and arguably lack of success--wave after wave of reform has attempted to introduce lasting change in schools (Sarason, 1990). No Child Left Behind (NCLB) (U.S. Department of Education, 2002) represents the latest wave of reform. This wave requires a relentless focus on achievement and improvement. The impact of NCLB is felt at the state level, where high-stakes, standardized tests are given annually as a means to measure progress (U.S. Department of Education, 2002). In Massachusetts, the test is the Massachusetts Comprehensive Assessment System (MCAS). While the effects of mandated change are undoubtedly felt at all levels, it is teachers in mid-career for whom the stakes might be highest. Will reform work successfully stimulate and support them, or will it feel like an additional and unwanted burden on the their already full schedules? My dissertation thus explores the following question: * What are the effects of contemporary high-stakes mandated reform on the change commitments and capacities of middle career teachers? Related to this broad question, I explore the in-school conditions and generational factors that influence these change commitments and capacities. The surprising findings revealed that most teachers, representing both high and low performing schools in urban and suburban districts, felt that the MCAS in particular and the standards movement in general offer a neutral to positive opportunity for teachers to assess their students and to hone their curricular and teaching strategies. This statement holds true for the quantitative data as well; teachers generally appear to feel more control and influence over their work than in the recent past. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

A relação entre educação e economia, tanto do ponto de vista teórico quanto na formulação de políticas públicas foi, em grande medida, entendida pelas ideias vindas da teoria do Capital Humano, nas Ciências Econômicas, e da teoria da Modernização, na Sociologia, em termos de oferta. Uma economia, para possuir alto desempenho econômico, deveria superar as deficiências educacionais de sua força de trabalho no sentido de aumentar a escolarização dos indivíduos. Atualmente esta relação linear entre os sistemas educacionais e a estrutura produtiva vem sendo questionada por não levar em conta aspectos que atuam como mediadores do efeito da educação na economia. Este trabalho busca a caracterizar alguns desses aspectos, ao analisar como a estrutura produtiva das regiões metropolitanas de São Paulo e de Belo Horizonte, em termos de setores de atividade econômica, absorvem a escolaridade. Dessa forma, este trabalho busca explorar aspectos da demanda por escolaridade por parte das economias metropolitanas em análise. Para tanto, foram usados os dados da Relação Anual de Informações Sociais (RAIS), bem como três formas de metodologia: análise do coeficiente de variação dos salários, análise de correspondência e regressão logística multinomial. / The relationship between education and the economy, both from a theoretical viewpoint and in the formulation of public policy, was largely understood by ideas from the theory of Human Capital in economics, and Modernization Theory in sociology, in terms of supply: an economy to have high economic performance should overcome educational deficiencies of its workforce in order to increase the enrollment of individuals. Currently this linear relationship between education systems and the productive structure is being challenged for not taking into account aspects that act as mediators of the effect of education on the economy. This dissertation seeks to characterize some of these aspects in analyzing how the productive structure of the metropolitan regions of São Paulo and Belo Horizonte, in terms of sectors of economic activity, absorb schooling. Thus, this dissertation seeks to examine aspects of the demand for schooling by the metropolitan economies under study. For this, we used data from the Relação Anual de Informações Sociais (RAIS), as well as three types of methodology: analysis of the coefficient of variation of wages, correspondence analysis and multinomial logistic regression.

Charter schools have often boasted about differentiating themselves in the educational marketplace. With today’s growing emphasis on student achievement, whether this differentiation has had a positive effect on student learning is still debatable. The purpose of this exploratory mixed-methods study was to establish if innovation is a reported practice in charter schools in Miami-Dade and Sarasota Counties in Florida and to determine if a relationship exists between innovation reporting and student achievement as measured by Florida school grades. A qualitative analysis of School Improvement Plans and school websites for a 62 school sample was utilized. As well as a quantitative measure of the correlation between level of reported innovation in eight categories (organizational structure, ideology and culture, leadership models, professional development for teachers, curriculum, technology, parent involvement, and other) and student achievement, as measured by Florida’s school grade formula. The study found that charter schools in both counties reported innovation at high levels with only three schools reporting innovations in fewer than five categories of innovation. An examination of opposing forces of loose and rigid structure, autonomy and policy control, as well as creativity and standardization led to findings of less reported instances of innovation on average in schools with looser structure, autonomy, and creativity. Furthermore, Title I schools and high minority student population schools (≥50%) showed signs of innovation saturation, with no value added to student achievement (school grade averages) by reported innovation beyond a moderate level. Still, reported innovation level (overall categories of innovation) and student achievement (school grade averages) showed a negligible relationship (r = -.062). In conclusion, reported innovation existed in charter schools despite opposing forces, but was often similar across charter schools. In fact, past a moderate level of innovation, there was no value added to school grades for Title I and high minority charter schools. Yet, a weak, negative relationship existed between specific reported innovations in combination (professional development in pedagogy, tutoring programs, non-district behavior programs and incentive, and multiple levels) and student achievement (school grade averages) which can inform us on the nature of reporting. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

The purpose of this research was to assess how prepared Florida's State University System (SUS) institutions have been during the past five years (2008-2013) in responding to the challenges of globalization. The research also established institutional trends for the past five years (2008-2013) and projections for the next five years to seize the opportunities offered by globalization and to produce graduates with global competency skills. Ten of the 12 SUS institutions studied in this research were Florida A&M University (FAMU), Florida Atlantic University (FAU), Florida Gulf Coast University (FGCU), Florida International University (FIU), Florida State University (FSU), University of Central Florida (UCF), University of Florida (UF), University of North Florida (UNF), University of South Florida (USF), and University of West Florida (UWF). The research was conducted as a case study using multi-method approach. The quantitative analysis was based on the information collected from the institutions and from the integrated postsecondary education data system (IPEDS). The qualitative analysis was based on the institutional mission statements, vision statements, and strategic plans. The quantitative analysis used six data parameters to compute a globalization composite index (GCI) for institutional comparisons and for establishing trends and future projections. Integrating quantitative and qualitative analyses led to the research findings of this study. Based on this study, the institutional preparedness for globalization has been low for six SUS institutions (FAMU, FAU, FGCU, UCF, UNF, and UWF) and has been medium for the remaining four (FIU, FSU, UF, and USF). The trend analysis showed that institutional preparedness could be improved significantly if robust and focused efforts are made over the next five years. In that case, the institutional preparedness for FAMU, FGCU, UNF, and UWF could ascend to medium; for FAU and UCF, it could improve to medium+; and for FIU, FSU, UF, and USF, it could reach high. The research concluded with some recommendations to help the leadership of Florida and the SUS institutions in responding effectively to the challenges of globalization. A few recommendations for future research in this field also are provided. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

This study focuses on the history of school mathematics through the discourse surrounding the function concept. The function concept has remained the central theme of school mathematics from the emergence of both obligatory schooling and the science of mathematics education. By understanding the scientific discourse of mathematics education as directly connected to larger issues of governance, technology, and industry, particular visions for students are described to highlight these connections. Descriptions from school mathematics focusing on expert curricular documents, developmental psychology, and district reform strategies, are meant to explain these different visions. Despite continued historical inquiry in mathematics education, few studies have offered connections between the specific style of mathematics idealized in schools, the learning theories that accompanied these, and larger societal and cultural shifts. In exploring new theoretical tools from the history of science and technology this study seeks to connect shifting logic from efforts towards rational organization of capitalist society with the logic of school mathematics across the discursive space. This study seeks to understand this relationship by examining the ideals evinced in the protocols of educational science. In order to explore these architectures, the science of mathematics education and psychology are examined alongside the practices in the New York City public schools--the largest school system in the nation. To do so, the discourse of the function concept was viewed as a set of connections between mathematical content, psychology, and larger district reform projects. Four architectures--the mechanical, thermodynamic, cybernetic, and network models--are examined.

School reforms in New Orleans have brought sweeping changes to the way public schools are governed and managed, and to the way in which students are assigned to public schools. Non-profit charter school boards now govern over 90% of public schools, and families are able to choose the public school in which they enroll. Competition within the system of schools is expected to compel schools to differentiate themselves from each other in order to attract and retain students. School-level budgetary data provide one source of information with which to examine the priorities schools establish as they seek to differentiate themselves. There is a significant body of research comparing the resource allocation patterns in traditional public schools to those in charter schools. Often, however, these comparisons are drawn between schools that do not operate in a single educational marketplace. Rather, they compare schools within different geographic areas that may not be in direct competition with each other. Many of the studies also fail to distinguish between non-network charter schools and those run by centralized charter school networks. This quantitative case study uses the New Orleans public school marketplace as a critical case for examining how governance and management structures impact school spending. Specifically, the study aims to identify, describe, and understand whether and how school-level resource allocation patterns differ across schools of different governance and management structures, and how those patterns might be influenced by market competition. This research uses linear regression models to estimate differences in resource allocation between traditional public and charter schools in the educational marketplace, after controlling for student and school-level characteristics. School expenditures are examined over a variety of expense categories and human resource indicators. Data from New Orleans suggest that privatization and decentralization have a significant impact on how resources are allocated at the school level. Importantly, however, no significant spending differences emerge when data are aggregated to the level of the local education agency. In other words, spending in the traditional public school district, charter management organizations, and single site charter schools appear similar, irrespective of governance and management structure of those organizations.

The complex and thorny relationship between school-district leaders, sub-city political and community figures and teachers’ unions on the subject of charter schools- an interaction fraught with racially charged language and tactics steeped in civil rights-era mobilization - elicits skepticism about the motives of education reformers and their view of minority populations. In this study I unpack the local politics around tacit and overt racial appeals in support of New York City charter schools with particular attention to Harlem, New York and periods when the sustainability of these schools, and long-term education reforms, were endangered by changes in the political and legislative landscape. This dissertation answers two key questions: How did the Bloomberg-era governing coalition and charter advocates in New York City use their political influence and resources to expand and sustain charter schools as a sector; and how does a community with strong historic and cultural narratives around race, education and political activism, respond to attempts to enshrine externally organized school reforms? To answer these questions, I employ a case study analysis and rely on Regime Theory to tell the story of the Mayoral administration of Michael Bloomberg and the cadre of charter leaders, philanthropies and wealthy donors whose collective activity created a climate for growth of the sector. I then construct a lens through which we may view African American leadership as having varied temporal and philosophical associations to the civil rights movement, shedding light on how some, with stronger ties to the business community, may be amenable to school choice policies. Results show that a pro-charter regime in New York City rapidly expanded the sector using colocation and through attempts to elect charter-friendly members of the state legislature, through direct campaign donations and targeted parent organizing. While the latter largely failed as a means to obtain electoral influence, a shift in tactics enabled charter leaders to keep pro-union Democrats from dominating the charter policy debate. In Harlem, the community’s response was mixed. While demand for seats increased, so did the tension as activists and elected officials expressed concern over loss of traditional public-school spaces which doubled as community-based institutions, and encroachment on their long-held view of self-deterministic education policy. Much of the pushback by the community may also be a proxy for the effects of rapid gentrification occurring in the neighborhood, exacerbating tensions over external influence in local communities and a disruption of social capital. Finally, I show that through the loss of political allies at City Hall, in the State legislature, and a reduction in the political theater around parent mobilization, the charter sector locally and nationally may experience slowed growth in terms of charter authorization, public support and applications by potential students.