Closing the Achievement Gap: A Case Study Analysis of a Recognized Suburban School in Texas

Autor/in	Session, Nathaniel D.
Titel	Closing the Achievement Gap: A Case Study Analysis of a Recognized Suburban School in Texas
Quelle	(2012), (224 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Stephen F. Austin State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-7099-8
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; Suburban Schools; Academic Achievement; Achievement Gap; Interviews; Focus Groups; Coding; School Culture; Class Size; Track System (Education); Faculty Development; Parent Participation; Teacher Effectiveness; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Schulleistung; Interviewing; Interviewtechnik; Codierung; Programmierung; Schulkultur; Schulleben; Klassengröße; Leistungsgruppe; Leistungsdifferenzierung; Elternmitwirkung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The purpose of this qualitative case study was to examine a suburban, non-Title school that was rated "Recognized" on state testing but missed Adequate Yearly Progress. The goal was to understand what non-Title I schools do to address gaps by studying the academic culture of the school. Foster High School was the school chosen for this study. The study was conducted by analyzing recorded individual interviews, focus group interviews, and several different types of artifacts. All data was coded using qualitative software and major themes were identified. From the analysis to major themes a narrative describing the academic culture of the school was developed. Participants in the study all agreed that large class sizes, the informal tracking of students, much needed targeted professional development, and a lack of parental involvement all contributed to the achievement gap at Foster. The findings in this study revealed that the school addressed gaps by attempting to involve parents, placing struggling students in the same class, teaching to the middle, and placing struggling students with what they believe to be effective teachers. Recommendations include, de-tracking of struggling students, targeted professional development, and consolidating upper level classes to create more sections of lower level classes so that class sizes can be decreased. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10