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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 10 of 11 (0.055 seconds)Spelling suggestions: "subject:"urban high 2chool"" "subject:"urban high bschool""
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High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School DistrictRios, Carlos 2012 May 1900 (has links)
Current research has described a changed central office perspective that not only includes campus principals as part of the district's leadership team, but also focuses on developing principals' instructional abilities with the purpose of supporting school reform. However, to date, research has not provided examples of a successful relationship between campus principals as a collective group and the district (central office) leadership team attempting to implement district-wide high school reform.
This study was conducted in order to examine the perceptions of high school principals (in an urban school district in Texas) toward district-wide initiated high school reform. Methods used for data collection included semi-structured interviews, review of available artifacts, and case profile development. Questions derived from the researcher's review of the literature and ongoing professional interest were the basis for dialogue during the semi-structured interviews. All interviews were recorded, transcribed, and unitized. The data were further organized into categories and
subcategories.
The analysis of principals' perceptions provided insight and helped develop an understanding of obstacles that high school principals perceive in implementing district-led high school reform. This study has concluded that the district goals and mission do not define the daily operations of a campus. Instead, the district goals and mission are often reprioritized because principals are insecure, believe they have a better understanding of the local context than does the central office, and are oftentimes frustrated by the central office's political machinations.
Recommendations include suggestions on how to eliminate these obstacles, improve the ability of principals to implement district-led high school reform, and how to suggest actions for the improvement of the high school reform process at the central office level.
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The implementation of a one-to-one iPAD program in an urban high schoolKaufman, David 22 June 2016 (has links)
The purpose of this qualitative study was to apply the lessons learned from the Apple
Classrooms of Tomorrow studies, the SAMR model, and Diffusion of Innovations theory
to explore stakeholder perceptions of iPad integration at an urban high school in
Massachusetts. The implementation was viewed through the lenses of the Apple
Classrooms of Tomorrow (ACOT) studies (Baker, Gearhart, & Herman, 1990; Dwyer,
Ringstaff, & Haymore Sandholtz, 1990a; Dwyer, Ringstaff, & Haymore Sandholtz,
1990b), Rogers’ (2003) Diffusion of Innovation (DOI) Model, and Puentedura’s (2012)
Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. The
researcher used qualitative analysis to code the data. Through data analysis, five themes emerged: communication, control, division, distraction, and workflow. The iPads
changed how and when students and teachers communicated. Teachers sought more
control over the iPads in the classroom. Control over learning shifted toward the students
with the introduction of the iPads. Divisions became apparent with iPad use: new
teachers versus veteran teachers and upperclassman versus underclassman. Distractions were rampant. The iPads influenced the workflow of how teachers taught and how students accessed the curriculum.
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The Oral Histories of Six African American Males in Their Ecology of Advanced Placement BiologyHalasa, Katrina Bassam 30 April 2012 (has links)
No description available.
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A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded InternshipOsmond, Stephanie 01 January 2015 (has links)
The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master*s in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers*, but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators. The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.
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Relational Culture among Staff in an Emerging Urban STEM High SchoolStevens, Douglas M. 10 October 2014 (has links)
No description available.
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THE POWER OF APPRECIATIVE INQUIRY: DISCOVERING THE LATENT POTENTIAL OF AN URBAN HIGH SCHOOLMiller, Dustin Wade January 2011 (has links)
No description available.
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Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachersJayaraman, Uma Devi January 2009 (has links)
This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self-motivated students, and group/collaborative work as several factors that enabled or would have enabled the implementation of practices. Among the many factors that hindered the implementation of the practices in their urban classrooms were, the core curriculum and pacing schedule, followed by test preparation, administrative paper-work, large class-size, students not prepared for student-centered work, poor math and reading skills of students, students' lack of motivation, unsupportive department head, unresponsive administration, and lack of resources. / CITE/Mathematics and Science Education
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An Investigation Of The Relationship Between Racial Identity DevelopmeWilliams, Franklyn 01 January 2004 (has links)
The purpose of this study was to investigate the relationship between racial identity development and career thoughts for Black seniors at an urban high school. The available population was 557 Black senior students at a high school in Orange County, Florida. With respect to this population, socioeconomic status, influences on career interest, parental level of education, parental occupations, post-secondary intentions, and plans to take the SAT or ACT were some of the specific demographic variables that were analyzed. Results from a variety of simple regression analyses revealed significant positive relationships between Black seniors' perceptions of their racial identity development and their career thoughts. By way of simple regression analysis, the five variables (domains) of the Black Racial Identity Attitude Scale were analyzed in relation to the three variables (domains) of the Career Thoughts Inventory and demographic variables. With the exception of the internalization stage of Black racial identity development, statistically significant relationships were found between each of the stages of Black racial identity development (preencounter, encounter, and immersion /emersion) and the measures of the Career Thoughts Inventory (decision making confusion, external conflict, commitment anxiety). Results of the data suggest that individuals in the preencounter, encounter, and immersion /emersion stages of Black racial identity development will have moderate to high scores with respect to decision making confusion, external conflict, commitment anxiety, and negative career thoughts overall. In other words, the less developed one's racial identity, the greater the likelihood of a higher degree of negative thoughts about career and career choice. As well, the results, for the most part, supported the proposed hypotheses. This initial investigation should be replicated using a large sample size and other statistical analyses in order to ascertain more and in order to more accurately determine the nature of the relationship between racial identity development and career development for Blacks.
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Literacy Training in an Urban High School Professional Learning CommunityRoss-Norris, Vicki Sandra 01 January 2017 (has links)
The purpose of this study was to explore the essence of professional learning experiences shared by teachers who participated in a professional learning community (PLC) at a New York City high school in the South Bronx. Guided by Hord's PLC characteristics and Bruner's constructivism theories, this phenomenological study addressed the research questions of what PLC practices urban high school teachers employ to support the academic-literacy achievement of their students of low social economic status (SES); the role of administration in the PLC process; and the roles of a shared mission, values, vision, norms, and collaborative knowledge on the functioning of the PLC. Data collected from the 6 PLC teachers included semi-structured individual interviews, observations of PLC meetings over a 2-month period, participating teacher reflective journal entries, and a researcher's log. Manual data analysis consisted of reading raw data multiple times to determine patterns, themes, and relationships. Additionally, concept and descriptive coding approaches facilitated data source analysis. Gerund words and short phrases generated labels and categories that resulted symbolic representation. The results were that the urban high school teachers demonstrated Hord's PLC characteristics and Bruner's constructivism theories within their PLC's practices and principles leading to decision-making and solutions to problems such as improving teachers' literacy practices, students' literacy skills and classroom behavior, and school wide Individualized Educational Plan process. The findings of this study support the engagement of urban high school teachers in self-directed PLC activities that may promote social change by improving literacy instruction and literacy achievement among students of low SES.
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Exploring the Coping Strategies of Female Urban High School Seniors on Academic Successes as it Relates to BullyingBrooks-Turner, Brenda Elaine 01 June 2016 (has links)
No description available.
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