A Study of a High Performing, High Poverty Elementary School on the Texas-Mexico Border

Autor/in	Lopez, Cynthia Iris
Titel	A Study of a High Performing, High Poverty Elementary School on the Texas-Mexico Border
Quelle	(2012), (344 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Texas - Pan American
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-3556-6
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Low Achievement; Hispanic American Students; Poverty; Environmental Influences; Elementary Schools; Educational Change; Change Strategies; Interviews; Observation; Documentation; Elementary School Teachers; Teaching Conditions; Acculturation; Cultural Influences; Leadership Responsibility; Teaching Methods; Student Personnel Services; Case Studies; Qualitative Research; Mexico; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Unterdurchschnittliche Leistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Armut; Environmental influence; Umwelteinfluss; Elementary school; Grundschule; Volksschule; Bildungsreform; Lösungsstrategie; Interviewing; Interviewtechnik; Beobachtung; Dokumentation; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Akkulturation; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Qualitative Forschung; Mexiko
Abstract	Transforming low performing schools to ensure the academic success of Hispanic children situated in poverty remains an educational challenge. External factors impacting student learning are often targeted as the main reasons for poor academic achievement, thereby advancing the culturally deficit model. This study is about an elementary school that defied the deficit model as evidenced by its distinguished academic accolades. This instrumental qualitative case study examined a high performing elementary school on the Texas-Mexico Border in which high poverty Hispanic students made dramatic increases in academic achievement. Data were collected from interviews, observations, documents, and other media. Findings for the three research questions and their respective relationships to the theory of action provided in-depth insights of the multifaceted complexities and everyday challenges faced by educators striving to improve student performance. Based on the findings, conclusions are provided regarding the process of reculturation, cultural belief systems, leadership roles, teaching and learning systems, student support systems, and key school improvement factors. Recommendations for researchers, practitioners and policy-makers are also provided in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10