Shane martin turnaround strategies at an underperforming urban elementary school: an examination of stakeholder perspectives in august of 2007, los angeles unified school district embarked on a new journey under the leadership of superintendent david brewer toward improving the achievement of some of los angeles' lowest performing schools. By establishing a partnership with the mayor of los angeles, antonio villaraigosa, the goal of the improvements was to form a team of talented and experienced educators who would identify schools whose majority of teachers would be willing to be led and supported by these experienced educators under an umbrella organization called the partnership for los angeles schools in agreement with united teachers of los angeles. The deputy mayor, ramon cortines, recruited me, the researcher of this study, to serve as superintendent of instruction of the partnership in february of 2008. No child left behind nclb 2002 is the most significant piece of federal education legislation since the elementary and secondary education act esea in 1965. The policy changes made through nclb, though, did not emerge from a vacuum: nclb is a product of our times, an evolved cousin of previous policy texts that have influenced its creation and implementation. This study seeks to understand the historical antecedents to nclb, the political intent behind nclb, and the effect of this legislation on students of low socioeconomic status.

Using a historical political analysis of policy texts, secondary artifacts, and narrative analysis of policy activity, this study discusses the historical foundations for nclb, the intersection of nclb and a nation at risk, and their effects upon students of low socioeconomic status. Finally, this study posits recommendations for enacting socially just, policy based education reform in the united states. These components, also termed leverage points, were: clarity of the problem, outcome planning, a theory of change, clear stakeholder enrollment and commitment, and flexibility. Actively acknowledging and factoring in the fluid nature of public education initiatives, the author framed this program design within that of the emergence principle of complexity theory, which drove the rationale for flexibility in the model. The study then turned to a deep review of the successes and lessons learned from a k12/university partnership that was launched without the benefit of this program design. Finally, the study analyzed this specific k12/university partnership through the lens of the five essential components and made recommendations about the efficacy of this specific model. The purpose of this study was to evaluate two important aspects of educational technology: leadership and implementation.

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The research conducted in this study aimed to assess three aspects of leadership as it relates to educational technology: leadership that supports the technology implementation process, leadership that supports the change associated implementing technology, and leadership that supports a culture that embraces technology. An additional purpose of this study was to evaluate the process, procedures, and actions of implementing educational technology at three catholic elementary schools in ways that foster a culture that promotes a supportive disposition towards educational technology. The data from the interviews, document reviews, and site observations revealed that leadership styles and practices that support the adaptation to change and a culture that can embrace technology are vital to the educational technology implementation process. This study confirmed literature that contends that partnership, collaboration, and ownership from all stakeholders are essential conditions in being able to cultivate change and sustain a culture that embraces technology. In addition, this study identified and discusses the significance of effective educational technology leaders, professional development, the establishment of a vision, mission, and plan, proper technology maintenance, and the idea that technology is a resource that is meant to enhance rather than replace teaching and instruction.

Edmundo litton unmasking title 1 spending practices in public elementary schools in california title i of the elementary and secondary education act esea of 1965 was originally created to ensure academic equity and opportunity for all students. As the largest federal program supporting elementary and secondary education, nearly $11.6 billion annually, title i targets resources to local education agencies i.e. School districts to support additional programs and services for improving student achievement. Despite expensive reform efforts, and political cries for accountability and standardized testing, urban school wide elementary schools are still in large numbers experiencing failure and defeat. The process of determining how title i funds can be used effectively to address the needs of disadvantaged students is quite often multi layered and complex.

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Due to the limited availability of research to support title i coordinators in determining how to purposefully utilize title i funds to supplement the disadvantages of urban elementary school students, the extent to which title i funds are supporting and/or contributing to the transformation of low performing title i schools is relatively unknown. In educational administration and policy studies with education policy specialization. The program prepares researchers and analysts to advance knowledge and improve practice for the purposes of promoting excellence, equity, and efficiency in educational systems and organizations. в educ 8321 economics of education в educ 8322 education policy implementation в educ 8340 methods of policy analysis in education research coursesв в в 15 credit hours educ 6381 program evaluation в educ 8120 quantitative methods: group comp. Designs amp analysis в educ 8122 qualitative research methods in education в educ 8171 predictive designs amp analyses regression note that this required course counts as the gsehd в в в в в в в в в required advanced research methods course. Educ 8998 pre dissertation seminar students may elect to take additional research methods courses to be used in their dissertation or to advance their research methods skills. There are several courses that the gsehd research methods faculty offer, as well as several offered across campus.

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We suggest that you consult with your advisor.в в elective coursesв в в 15 credit hours students take fifteen graduate credit hours of electives.в courses are to be selected in consultation with their academic advisors and/or program coordinator. Students are expected to use these elective courses to develop strong expertise in at least one are of concentration or field of interest in education policy. Students are strongly encouraged to take all or most of the electives that are offered by the education policy program faculty: educ 8320 politics , 8323 equity , 8325 accountability , and 6100 topic varies. Students also benefit from a wide offering of courses in the gsehd school, in the university and within the consortium of dc universities. A minimum ofв three credit hours are to be taken outside the graduate school of education and human development. Students may use their electives to take a wide range of courses in which they are encouraged to develop expertise.в in addition to courses offered by the education policy program, students often take courses in the trachtenberg school of public policy and public administration.

Students tend to also take advanced methods courses in the graduate school of education and human development to develop their research skills. dissertation researchв в в min of 12 credit hours students produce a scholarly dissertation that contributes to the body of knowledge in their concentration area.в at least 12 credits of educ 89 dissertation research must be taken and more may be required to complete the dissertation.в see the gsehd doctoral handbook for more details. note: students may elect to focus on international education policy issues and can certainly take elective courses either in international education or develop skills that they wish to apply in international education contexts.

These electives, in addition to the core degree requirements, are to be selected with approval of the student's advisor and with collaboration from the international education program faculty. 2 students who have taken the equivalent of one or more of the required courses from an accredited university and earned at least an a in them may request to take a more advanced course in place of the requirement s.в this option can be exercised even if the previously taken courses have been applied to another degree. The student's advisor and the program coordinator have to approve the request.в if the request is to take a higher level research methods course, the approval of the research methods coordinator is also required.в to request these options, a student should make a written request to his or her advisor and the program coordinator. She/he should provide formal course descriptions, official syllabi, and/or copies of the table of contents of the main assigned readings.в generally these options will not be permitted if the courses have been completed more than three years prior to admission to the education policy program, but exceptions may be made for students who have been directly applying the course content in their subsequent employment or professional activities. You can find more general information and guidelines and regulations while pursuing a degree at gwu by consulting the university bulletin. Note that the university bulletin is the primary rule setting guide that all students must follow.

Gsehd general information and rules and policies can be found in the doctoral student handbook. The faculty in the education policy program, the education policy masters degree program. Dissertation work demonstrates that graduates can design, conduct, and interpret research and theory about important educational issues and problems.

All doctoral level research should enhance understanding of education and/or inform educational policy and/or practice. Dissertation research typically builds upon prior scholarship and theory, applying research findings in ways that will illuminate and enhance educational policy and/or practice. Dissertation research advances educational scholarship by making an original contribution to educational knowledge and/or theory in a manner that could impact educational policy and/or practice. The department of educational leadership and policy studies offers the master of education in in educational leadership and policy studies, the doctor of education in educatonal leadership and the graduate certificate in higher education administration. Students seeking to apply for administrative careers in public or private schools, school systems, and higher education institutions have two options for the master of education m.ed. Degree: a a concentration in educational leadership for k–12 school administrators and b a concentration in higher education administration for post secondary administrators. The unique problems, processes, and expertise associated with effective personnel, instruction, and instructional leadership decisions are explored, developed, and tested in simulations with an emphasis on applied research and human relations methodologies.

The 36 semester credit hour degree program with an educational leadership concentration for k–12 is also designed to meet principalship certification requirements. In addition, a superintendency/central office program of 15 semester credit hours is available for practicing k–12 school administrators. Successful completion of the program and passing the texas examinations of educator standards texes can result in a recommendation to the state of texas for principalship or superintendency certification.

Higher education administration concentration applicants must have at least one year of experience in student affairs or a related field. Program is contingent on having a grade point average gpa of at least 3.0 on a 4.0 scale in the last 60 semester credit hours of coursework for the baccalaureate degree, as well as in all graduate level work taken. applicants who lack appropriate academic background e.g. Texas teaching certification may be admitted conditionally, and specific coursework will be required to address their deficiency. International students must have a minimum score of 79 on the toefl internet based test, 550 on the toefl paper based test, or 6.5 on the ielts.

the education dissertation below has been submitted to us by a student in order to help you with your studies.

Print reference this reddit this this report considers recent research evidence related to inclusive education, and equality of opportunity, in relation to social class and how it affects children aged 7 years and below within the english educational system. A definition of inclusive education relevant to early educational practice will be offered. A literature review will be undertaken, that will principally examine the size of the social class differences amongst young children, and will go on to consider a case study of inclusive practice that was implemented at one english primary school. Since the publication of the plowden report in 1967, it has been apparent that social class has a profound effect on the educational achievement of primary school children.

Dissertation Educational Policy Text

Apa Essay Structure

English Paper Cbse 2012

Essay About The Lovesong of J Alfred Prufrock

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