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ERIC Number: ED550633
Record Type: Non-Journal
Publication Date: 2010
Pages: 240
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-6237-2
ISSN: N/A
The Prevalence and Relationship of School Capacity Factors in an Urban Turnaround School: A Descriptive Case Study II
Walker, Michele
ProQuest LLC, Ed.D. Dissertation, Indiana University
The purpose of this study was to observe, describe, and analyze the aspects of school capacity within an urban turnaround school. School capacity factors included: "Teacher Knowledge, Skills and Disposition"; "Professional Community"; "Program Coherence"; "Technical Resources"; and "Principal Leadership." "Parent and Community Engagement" was also considered. The question that guided this study was: "What is the prevalence and relationship of school capacity factors in an urban turnaround school?" Several specific questions also guided the study, including: *How has the school community impacted an urban turnaround school with a diverse population? What key capacity building factors have been developed at the school? What is their relationship to one another? What responsibilities and practices does the leadership exhibit? What defines student success? *How does the school use data to make informed decisions? What policies and expectations have been established for data usage? What is the relationship among data, practice, and professional development? How is student success measured? A case study design was used for this research in which both quantitative and qualitative data were gathered and analyzed. Data from teacher and administrator interviews, an urban school survey, self-reflective rubrics, observations, checklists, and a review of documents were collected and used to develop interpretations about the presence and relationship of school capacity factors. All five of Newmann's (2000) school capacity factors were found to exist at the study school and related to school improvement and student success. Staff members sought access to expertise and engaged in professional conversations around improving instruction, and they used data to inform instruction. [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.]
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
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A