Matching Items (33)
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- All Subjects: Choruses
- All Subjects: Education Policy
- Creators: Russell, Timothy Wells
Description
Effective professional development has been shown to improve instruction and increase student academic achievement. The Train the Trainer professional development model is often chosen by the state Department of Education for its efficiency and cost effectiveness of delivering training to schools and districts widely distributed throughout the state. This is a study of the Train the Trainer component of an innovative K12 professional development model designed to meet the needs of the state's lowest performing schools that served some of the state's most marginalized students. Pursuing a Vygotzkian social constructivist framework, the model was developed and informed by its stakeholders, providing training that was collaborative, job-embedded, ongoing, and continuously adapted to meet the needs of the School Improvement Grant participants. Schools in the multi-case study were awarded the federal ARRA School Improvement Grant in 2010. Focus questions include: What influence does the Train the Trainer component have on classroom instruction specifically as it relates to formative assessment? and To what extent does the trainer support the implementation of the Train the Trainer professional development at the classroom level? The action research study took place from August 2011 to February 2012 and used a mixed-methods research design.
ContributorsPollnow, Shelly (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Williams, Susan (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study was to understand what promotes or hinders the implementation of a high school education reform policy in Arizona schools from the perspective of a nonprofit organization that served an active and intentional role as an intermediary organization working directly with schools and policymakers. The study was intended to facilitate implementation of the education reform policy in the school sites, to gain knowledge that will be used to inform future cycles of planning and implementation, and to influence state policy. This study was an explanatory nonexperimental multiple case study involving five high schools across Arizona. The study focused on the early phase of implementation of the education reform policy. A mixed methods case study design grounded in the tradition of participatory action research was employed. Data were collected through surveys, interviews, observations, focus groups, and a document review. The results suggest that the education reform policy was implementable in diverse schools across the state. However, how the education reform policy was implemented in each school site appeared to vary. A number of factors seemed to influence the actual implementation process including the design and understanding of the reform, selection process, district context and school characteristics, and school capacity to undertake the reform. The findings suggest that the nonprofit organization that served as an intermediary organization within the study influenced the implementation process. It appears that this primarily took place by providing direct assistance to the schools, creating opportunities for collaboration and communication across the multiple school sites implementing the same education reform policy, and serving as a connector to other organizations, policymakers, and the larger public. The study resulted in the nonprofit organization's deeper understanding of the complexity of implementing the education reform policy, the challenges schools face in implementing the reform, and the factors that appear to promote or impede the implementation process.
ContributorsBurke, Amanda (Amanda Marie) (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / Gonzalez, Gustavo S (Committee member) / Duvall, Debra (Committee member) / Arizona State University (Publisher)
Created2012
Description
Due to federal mandates, Title I schools now are being asked to implement parent involvement programs that meaningfully involve parents in the schools to increase academic gains. This action research study was based on three different concepts from the literature: a) critical pedagogy theory from Paulo Freire, b) parent involvement from diverse scholars including Epstein, Olivos, Mapp, Henderson, and Gonzalez-DeHass, and c) Wenger's communities of practice approach. The study was designed to determine whether a community of practice approach could provide the necessary conditions to meaningfully involve Latino Spanish-speaking parents in school. This innovation took place for 14-weeks, during which the community of practice approach was developed and utilized during meetings. Data were collected during each community of practice meeting at two schools. The data sources were surveys, audio video transcriptions of the meetings, journal, field notes, leadership meetings, and analytic memos. To add reliability and validity, mixed methods were applied to triangulate the data sources. Results indicated that through a community of practice approach Latino Spanish-speaking parents could become meaningfully involved in their children's schools. Parent participants reported that the community of practice allowed them to dialogue, contribute, learn, reflect, and become self-aware of their role in the schools. Data also showed that parent participants applied the community of practice approach to contribute to the solution of problems at their school. After participating in the study, parent participants realized their potential to impact in their children's school. Additionally, they started purposefully becoming more interested in participating and planning activities with the parent liaison. Based on the results, further cycles of action research are suggested.
ContributorsBarrantes Santamaria, Alfredo G (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Chavez, Jacob (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsRussell, Timothy Wells (Conductor) / Ross, Nicholas (Performer) / Umberson, George (Performer) / Rugan, Kira (Performer) / Evans, Cory (Performer) / Sautter, Ron (Performer) / University Symphony Orchestra (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created2000-12-03
ContributorsRussell, Timothy Wells (Conductor) / Lawlor, Mark (Conductor) / Luca, Sergiu (Performer) / Ferguson, Homer (Performer) / Chamber Orchestra (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created2002-10-17
ContributorsRussell, Timothy Wells (Conductor) / Schildkret, David (Conductor) / University Symphony Orchestra (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created2007-12-02
ContributorsRussell, Timothy Wells (Conductor) / Schildkret, David (Conductor) / Swartz, Jonathan (Performer) / University Symphony Orchestra (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created2005-10-21
ContributorsRussell, Timothy Wells (Performer) / Umberson, George (Performer) / University Symphony Orchestra (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created1995-12-03
ContributorsRussell, Timothy Wells (Performer) / Zelle, Tom (Performer) / Umberson, George (Performer) / University Symphony Orchestra (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created1993-11-01
ContributorsRussell, Timothy Wells (Conductor) / Porco, Robert (Conductor) / Shelton, Lucy (Performer) / Barefield, Robert (Performer) / University Symphony Orchestra (Performer) / Choral Union (Performer) / ASU Library. Music Library (Publisher)
Created2003-10-22