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Utilizing the Lens of Cultural Proficiency to Judge the Impact of Autonomous School from the Student Perspective.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Utilizing the Lens of Cultural Proficiency to Judge the Impact of Autonomous School from the Student Perspective./
作者:	Estrada, Delia.
面頁冊數:	1 online resource (608 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9781369781007

Utilizing the Lens of Cultural Proficiency to Judge the Impact of Autonomous School from the Student Perspective.
Estrada, Delia.

Utilizing the Lens of Cultural Proficiency to Judge the Impact of Autonomous School from the Student Perspective. - 1 online resource (608 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Culturally proficient schools respond to the values, norms, and practices that students bring to education; and cultural proficiency is highly correlated with student success. Autonomous schools were established in Los Angeles Unified School District so that those closest to students could make decisions to facilitate student success, particularly for historically underserved populations. This research explored whether autonomous schools and particular types of autonomous schools are effective in creating culturally proficient school environments. The study used student responses on the annual School Experience Survey, to run an analysis of variance (ANOVA) to address the following questions: 1. Is there a difference in high school students reported school experience between different models of autonomous schools? 2. Which high schools have demonstrated the capacity to engage in the effective multicultural interactions/practice associated with cultural proficiency? 3. If the data reveal any positive outliers, what are their practices: methods, attitudes or approaches?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369781007Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Utilizing the Lens of Cultural Proficiency to Judge the Impact of Autonomous School from the Student Perspective.
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100 1 $a Estrada, Delia. $3 1183409
245 1 0 $a Utilizing the Lens of Cultural Proficiency to Judge the Impact of Autonomous School from the Student Perspective.
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300 $a 1 online resource (608 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Charles T. Kerchner.
502 $a Thesis (Ph.D.) $c The Claremont Graduate University $d 2017.
504 $a Includes bibliographical references
520 $a Culturally proficient schools respond to the values, norms, and practices that students bring to education; and cultural proficiency is highly correlated with student success. Autonomous schools were established in Los Angeles Unified School District so that those closest to students could make decisions to facilitate student success, particularly for historically underserved populations. This research explored whether autonomous schools and particular types of autonomous schools are effective in creating culturally proficient school environments. The study used student responses on the annual School Experience Survey, to run an analysis of variance (ANOVA) to address the following questions: 1. Is there a difference in high school students reported school experience between different models of autonomous schools? 2. Which high schools have demonstrated the capacity to engage in the effective multicultural interactions/practice associated with cultural proficiency? 3. If the data reveal any positive outliers, what are their practices: methods, attitudes or approaches?
520 $a The findings show a statistically significant difference in students' experience between autonomous models as well as between autonomous and traditional schools. The study successfully identified schools, mostly autonomous ones, that exhibited culturally proficient attributes. Staff at outlier schools described practices that were highly collaborative, focused on socio-emotional supports for students, and were steadfastly committed to addressing issues of access and equity in their organizational practice.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational administration. $3 1148465
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a The Claremont Graduate University. $b School of Educational Studies. $3 1183410
773 0 $t Dissertation Abstracts International $g 78-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10259662 $z click for full text (PQDT)