語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Emotional Decisions : = Policy Decis...
~
Columbia University.
Emotional Decisions : = Policy Decisions on Student Support Services in Large Districts and their Impact on Schools.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Emotional Decisions :/
其他題名:
Policy Decisions on Student Support Services in Large Districts and their Impact on Schools.
作者:
Pratt-Williams, Jaunelle.
面頁冊數:
1 online resource (121 pages)
附註:
Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:
Dissertation Abstracts International78-06A(E).
標題:
Education policy. -
電子資源:
click for full text (PQDT)
ISBN:
9781369560015
Emotional Decisions : = Policy Decisions on Student Support Services in Large Districts and their Impact on Schools.
Pratt-Williams, Jaunelle.
Emotional Decisions :
Policy Decisions on Student Support Services in Large Districts and their Impact on Schools. - 1 online resource (121 pages)
Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Thesis (Ph.D.)
Includes bibliographical references
Researchers have documented that supporting student needs, particularly their social-emotional learning, is critical to their success in the classroom. However, little research has been done to explore how district and school leaders make decisions about allocating resources (funding, personnel, curricula, and infrastructure) to student support services, especially during times of fiscal constraint. This study explores the ways that some of the largest high-needs districts in the United States decide to provide the needed resources to maintain social-emotional learning and other student supports in schools as well as the effects of these policy decisions on resources and schools. It examines district leaders' rationale and the bounds that shaped these decisions using bounded rationality theory. It focuses on a seven-year period from the 2006--07 school year to the 2013--14 school year, the time period before, during, and after the 2008 Recession. This study employs both quantitative and qualitative methods. Through a series of fixed-effects analyses, the study explores funding trends and the impact of student support services (SSS) funding on student support service staff as well as academic and non-academic outcomes. These analyses were conducted in two phases. First, the study explores the impact of SSS funding on the outcomes across the seven-year study period for the 120 largest districts in the United States as a reference and, then, conducts the same analyses exploring the impact within 48 large, high-needs, districts. Following these analyses, the researcher conducted a series of interviews with district leaders in 5 high-needs districts to learn how they were supporting the needs of their students and what considerations shaped the decisions to allocate resources to these support areas. Like the fixed-effects analyses, the interviews focus on the seven-year study period, though context beyond these years is included.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9781369560015Subjects--Topical Terms:
1107727
Education policy.
Index Terms--Genre/Form:
554714
Electronic books.
Emotional Decisions : = Policy Decisions on Student Support Services in Large Districts and their Impact on Schools.
LDR
:04146ntm a2200373Ki 4500
001
908926
005
20180419104821.5
006
m o u
007
cr mn||||a|a||
008
190606s2017 xx obm 000 0 eng d
020
$a
9781369560015
035
$a
(MiAaPQ)AAI10256145
035
$a
(MiAaPQ)columbia:13747
035
$a
AAI10256145
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
099
$a
TUL
$f
hyy
$c
available through World Wide Web
100
1
$a
Pratt-Williams, Jaunelle.
$3
1179334
245
1 0
$a
Emotional Decisions :
$b
Policy Decisions on Student Support Services in Large Districts and their Impact on Schools.
264
0
$c
2017
300
$a
1 online resource (121 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500
$a
Adviser: Luis Huerta.
502
$a
Thesis (Ph.D.)
$c
Columbia University
$d
2017.
504
$a
Includes bibliographical references
520
$a
Researchers have documented that supporting student needs, particularly their social-emotional learning, is critical to their success in the classroom. However, little research has been done to explore how district and school leaders make decisions about allocating resources (funding, personnel, curricula, and infrastructure) to student support services, especially during times of fiscal constraint. This study explores the ways that some of the largest high-needs districts in the United States decide to provide the needed resources to maintain social-emotional learning and other student supports in schools as well as the effects of these policy decisions on resources and schools. It examines district leaders' rationale and the bounds that shaped these decisions using bounded rationality theory. It focuses on a seven-year period from the 2006--07 school year to the 2013--14 school year, the time period before, during, and after the 2008 Recession. This study employs both quantitative and qualitative methods. Through a series of fixed-effects analyses, the study explores funding trends and the impact of student support services (SSS) funding on student support service staff as well as academic and non-academic outcomes. These analyses were conducted in two phases. First, the study explores the impact of SSS funding on the outcomes across the seven-year study period for the 120 largest districts in the United States as a reference and, then, conducts the same analyses exploring the impact within 48 large, high-needs, districts. Following these analyses, the researcher conducted a series of interviews with district leaders in 5 high-needs districts to learn how they were supporting the needs of their students and what considerations shaped the decisions to allocate resources to these support areas. Like the fixed-effects analyses, the interviews focus on the seven-year study period, though context beyond these years is included.
520
$a
The findings indicate that changes in student support services funding are related to changes in student support services staff and high school completion outcomes. The experiences of high-needs district leaders provide additional insight into the decision-making process around student support services funding and the observed variation. District leaders expressed various levels of challenges stemming from changes in federal, state, and local budget reductions as well as challenges in specific years like those that followed the 2008 Recession. These reductions coupled with other limitations and considerations led to different decisions across and within these districts. The constructs of bounded rationality aided in better understanding these limitations, district decisions, and the consequences for students and schools.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Education policy.
$3
1107727
650
4
$a
Education finance.
$3
1179336
650
4
$a
Educational psychology.
$3
555103
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0458
690
$a
0277
690
$a
0525
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
Columbia University.
$b
Educational Policy.
$3
1179335
773
0
$t
Dissertation Abstracts International
$g
78-06A(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256145
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入