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A qualitative case study of a univer...

Duenas, Cecilia.

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A qualitative case study of a university-school partnership.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A qualitative case study of a university-school partnership./
Author:	Duenas, Cecilia.
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1688.
Contained By:	Dissertation Abstracts International67-05A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3218659
ISBN:	9780542703133

A qualitative case study of a university-school partnership.
Duenas, Cecilia.

A qualitative case study of a university-school partnership. - 110 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1688.

Thesis (Ed.D.)--University of California, Los Angeles, 2005.

This was a qualitative case study of a Partnership between UCLA, Center X and Lincoln Middle School. Through the use of interviews, a questionnaire, and document review, I determined the influence the Partnership had on the college-going culture of the middle school. I used, as a lens, the six college-going conditions that "educationally disadvantaged communities require for learning and successful college preparation" (Oakes, 2000).

ISBN: 9780542703133Subjects--Topical Terms:

783747
Education, Teacher Training.

A qualitative case study of a university-school partnership.
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100 1 $a Duenas, Cecilia. $3 1921264
245 1 2 $a A qualitative case study of a university-school partnership.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1688.
500 $a Advisers: Eugene Tucker; Wellford Wilms.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 2005.
520 $a This was a qualitative case study of a Partnership between UCLA, Center X and Lincoln Middle School. Through the use of interviews, a questionnaire, and document review, I determined the influence the Partnership had on the college-going culture of the middle school. I used, as a lens, the six college-going conditions that "educationally disadvantaged communities require for learning and successful college preparation" (Oakes, 2000).
520 $a I found that most of the Partnership's influence at Lincoln Middle School occurred at the leadership level. Through focus walks, focused professional development of new teachers, and one-on-one coaching of the administrative team, a culture that supports student achievement was beginning to emerge at Lincoln Middle School. Evidence that supported my findings dealt with the increased teacher retention, a stable administrative team, and teacher attitude towards the university participants.
520 $a Although my study focused on the college-going indicators at the middle schools, what I found is that indicators specific to the middle-school are needed. During this study there were personnel changes at the superintendent and board level that created an environment that no longer supported the work of the Partnership. As a result, the Partnership ended at the end of this study. This study also discussed the political forces that shaped the work of this Partnership and eventually contributed to its end.
590 $a School code: 0031.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Philosophy of. $3 783746
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710 2 0 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 67-05A.
790 1 0 $a Tucker, Eugene, $e advisor
790 1 0 $a Wilms, Wellford, $e advisor
790 $a 0031
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3218659