東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

An alternative capstone project: Clo...

De La Torre-Rubalcava, Maurita.

Linked to FindBook

Google Book

Amazon

博客來

An alternative capstone project: Closing the achievement gap for Hispanic English Language Learners using the gap analysis model.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An alternative capstone project: Closing the achievement gap for Hispanic English Language Learners using the gap analysis model./
Author:	De La Torre-Rubalcava, Maurita.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465971
ISBN:	9781124787022

An alternative capstone project: Closing the achievement gap for Hispanic English Language Learners using the gap analysis model.
De La Torre-Rubalcava, Maurita.

An alternative capstone project: Closing the achievement gap for Hispanic English Language Learners using the gap analysis model. - 171 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ed.D.)--University of Southern California, 2011.

The purpose of this alternative capstone project was to conduct a gap analysis for the pervasive underperformance of Hispanic English Language Learner (EL) students in Rowland Unified School District (RUSD). This alternative capstone project developed from a partnership between the Rossier School of Education at the University of Southern California and RUSD. This qualitative inquiry project looked at educational practices utilized in elementary and middle school levels of instruction throughout the district and how these aligned to district initiatives for narrowing the gap. We gathered data through interviews, observations and surveys. We used the Clark & Estes (2002) gap analysis to identify performance gaps, model as our analytical framework to develop perceived root causes, and then formulate solutions to present to the District Superintendent and her executive board. The process of change, district support, and cultural proficiency all contributed to the existing Hispanic EL achievement gap in RUSD.

ISBN: 9781124787022Subjects--Topical Terms:

1030294
Education, English as a Second Language.

An alternative capstone project: Closing the achievement gap for Hispanic English Language Learners using the gap analysis model.
LDR:02096nam 2200313 4500 001 1401024
005 20111018121022.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124787022
035 $a (UMI)AAI3465971
035 $a AAI3465971
040 $a UMI $c UMI
100 1 $a De La Torre-Rubalcava, Maurita. $3 1680133
245 1 3 $a An alternative capstone project: Closing the achievement gap for Hispanic English Language Learners using the gap analysis model.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Advisers: Robert Rueda; David Marsh.
502 $a Thesis (Ed.D.)--University of Southern California, 2011.
520 $a The purpose of this alternative capstone project was to conduct a gap analysis for the pervasive underperformance of Hispanic English Language Learner (EL) students in Rowland Unified School District (RUSD). This alternative capstone project developed from a partnership between the Rossier School of Education at the University of Southern California and RUSD. This qualitative inquiry project looked at educational practices utilized in elementary and middle school levels of instruction throughout the district and how these aligned to district initiatives for narrowing the gap. We gathered data through interviews, observations and surveys. We used the Clark & Estes (2002) gap analysis to identify performance gaps, model as our analytical framework to develop perceived root causes, and then formulate solutions to present to the District Superintendent and her executive board. The process of change, district support, and cultural proficiency all contributed to the existing Hispanic EL achievement gap in RUSD.
590 $a School code: 0208.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Leadership. $3 1035576
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0441
690 $a 0449
690 $a 0737
710 2 $a University of Southern California. $b Education(Leadership). $3 1020872
773 0 $t Dissertation Abstracts International $g 72-10A.
790 1 0 $a Rueda, Robert, $e advisor
790 1 0 $a Marsh, David, $e advisor
790 1 0 $a Escalante, Michael $e committee member
790 $a 0208
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465971