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Relevant bibliographies by topics / The Open School in Los Angeles

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Academic literature on the topic 'The Open School in Los Angeles'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "The Open School in Los Angeles"

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Ledwith, Valerie. "Open Enrolment and Student Sorting in Public Schools: Evidence from Los Angeles County." Environment and Planning A: Economy and Space 41, no. 5 (2009): 1109–28. http://dx.doi.org/10.1068/a4128.

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I examine the relationship between student mobility associated with open enrolment and student sorting in public schools in Los Angeles County and find that open enrolment provides Latino students who attend outside their neighbourhoods access to higher quality, more integrated, schools than those who remain enroled in their neighbourhood schools. However, attendance at majority-white schools continues to be highly segregated. Therefore, while open enrolment may provide some minority students with the opportunity to avoid attending a majority-minority school, it does not undo the mechanisms through which white students remain socially and spatially segregated from their minority counterparts. The lack of meaningful interracial and cross-cultural exchange during the school-age years is a worrying trend that could lead to increased polarization and social exclusion in Los Angeles and other multiethnic cities and communities.

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Ledwith, Valerie. "The Influence of Open Enrollment on Scholastic Achievement among Public School Students in Los Angeles." American Journal of Education 116, no. 2 (2010): 243–62. http://dx.doi.org/10.1086/649493.

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Malsbary, Christine Brigid. "Teachers as Creative Designers in Transnationalism." Urban Education 53, no. 10 (2015): 1238–64. http://dx.doi.org/10.1177/0042085915613548.

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The current goals of the standards-based reform environment can be limiting to teachers’ freedom and creativity. This occurs at a time when immigrant diversity transforms U.S. cities and innovative pedagogical responses are increasingly necessary. The confluence of these two processes is underexplored. Ethnography in New York City and Los Angeles demonstrated how, in classrooms serving immigrant ELs often characterized as the forgotten, neglected “margins” (hooks, 1994) three teachers responded to their transnational, multilingual contexts by developing creative practices. Case studies describe teachers as designers who enacted (a) contextually relevant curriculum making, (b) epistemically open assessment, and (c) critical languaging. It is argued that teachers who work with immigrant ELs in complex contexts are provided with opportunities to be creative designers—an opportunity currently limited by the standards-based reform movement in schools.

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Russo, Elizabeth. "Brecht's Use of Magistral and Socratic Dialogue as a Model for Progressive Education." New Theatre Quarterly 19, no. 3 (2003): 257–64. http://dx.doi.org/10.1017/s0266464x03000150.

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Elizabeth Russo here explores the analogies between Brecht's spectator-centred approach to theatre and a student-centred approach to education, comparing the symbiosis achieved in his work between the ‘Magistral’ approach common to top-down education and the open-ended ‘Socratic’ dialogue. She suggests that even the lehrstücke, often assumed to be his most dogmatic pieces, in fact offer choices and question the spectator's intellect, and compares Brecht's techniques with the concept of the ‘zone of proximal development’ in educational theory – the gap distance between a child's actual and potential level of development, and between his/her individual skills and functioning within a social group. Elizabeth Russo has worked with children in Chicago under the volunteer programme of the Inner-City Teaching Corps, and is currently teaching at St Mary of the Angels School in London. She is a history graduate of Villanova University, studied in the Graduate School of Education at Loyola University, Chicago, and has an MA in Theatre Education from Goldsmiths College, University of London.

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Gholizadeh, Shadi, Julia H. Drizin, Ingunn Hansdottir, et al. "Etiology unknown: Qualitative analysis of patient attributions of causality in scleroderma." Journal of Scleroderma and Related Disorders 3, no. 2 (2018): 182–88. http://dx.doi.org/10.1177/2397198318761480.

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Background Questions about the etiology of disease can concern patients living with any chronic disease and may impact disease-related adjustment. These causal attributions may be of particular interest when individuals are living with diseases for which etiologies have not been definitively identified, such as scleroderma. This study qualitatively explored patient attributions of causality for scleroderma. Methods: Patients with confirmed diagnoses of scleroderma responded to an open-ended prompt. The cross-sectional sample of scleroderma patients ( N = 114) was recruited through registries maintained at the University of California, Los Angeles and University of California, San Diego Schools of Medicine and the Virginia Mason Medical Center. Content analysis was used to analyze the qualitative data and group the responses via an inductively derived codebook using the text analysis tool Dedoose Version 4.5. Results: Patients provided a variety of possible causes for scleroderma, which grouped into seven themes: (1) stress, (2) environment, (3) genetics, (4) medical conditions or surgeries, (5) diet, (6) medications or substance use, and (7) spirituality. Conclusion: Patients’ causal attributions for scleroderma were varied, but many patients identified stress as a cause of scleroderma, often focusing on acute or chronic stressors that were present before disease onset. Identifying patient theories of causality for scleroderma can contribute to an increased understanding of disease-related behaviors and adjustment.

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Pittman, Scott. "Lifting the Veil." California History 91, no. 4 (2014): 43–55. http://dx.doi.org/10.1525/ch.2014.91.4.43.

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The story of anti-communism in California schools is a tale well and often told. But few scholars have appreciated the important role played by private surveillance networks. This article examines how privately funded and run investigations shaped the state government’s pursuit of leftist educators. The previously-secret papers of Major General Ralph H. Van Deman, which were opened to researchers at the National Archives in Washington, D.C., only a few years ago, show that the general operated a private spy network out of San Diego and fed information to military, federal, and state government agencies. Moreover, he taught the state government’s chief anti-communist bureaucrat, Richard E. Combs, how to recruit informants and monitor and control subversives. The case of the suspicious death of one University of California, Los Angeles student – a student that the anti-communists claimed had been “scared to death” by the Reds – shows the extent of the collaboration between Combs and Van Deman. It further illustrates how they conspired to promote fear of communism, influence hiring and firing of University of California faculty, and punish those educators who did not support their project. Although it was rarely successful, Combs’ and Van Deman’s coordinated campaign reveals a story of public-private anticommunist collaboration in California that has been largely forgotten. Because Van Deman’s files are now finally open to researchers, Californians can gain a much more complete understanding of their state bureaucracy’s role in the Red Scare purges of California educators.

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NICHOLLS, WALTER J. "The Los Angeles School: Difference, Politics, City." International Journal of Urban and Regional Research 35, no. 1 (2010): 189–206. http://dx.doi.org/10.1111/j.1468-2427.2010.00978.x.

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Mayer, Margit. "Berlin - Los Angeles." PROKLA. Zeitschrift für kritische Sozialwissenschaft 27, no. 109 (1997): 519–43. http://dx.doi.org/10.32387/prokla.v27i109.862.

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This article explores the possible future ofunified Berlin against the backdrop of other advanced metropoles, particularly Los Angeles, using some of the findings of global city research as weil as that of L.A. school to shed light on the incipient developments of greater Berlin: industrial restructuring, growing intemationalization, de- and reconstruction of spatial configurations, and the intensifying economic and social polarization as trends which Berlin shares with other metropoles adjusting to globalization pressures, even though it does not play in the league of global cities.

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Moore, Connie, Kimberly Uyeda, Yolanda Cuevas, and Roberta Villanueva. "Los Angeles Unified School District’s Comprehensive Asthma Program." NASN School Nurse 25, no. 5 (2010): 210–12. http://dx.doi.org/10.1177/1942602x10374344.

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Beck, George, and Sharon L. Segrest‐Purkiss. "Decentralization at the Los Angeles Unified School District." Management Research News 27, no. 6 (2004): 40–49. http://dx.doi.org/10.1108/01409170410784194.

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Dissertations / Theses on the topic "The Open School in Los Angeles"

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Barrett, Angel Jacquelynne. "Diffusion of innovation a study of the impact of professional development practices on coherent implementation of open court reading in the Los Angeles Unified School District /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459912901&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Levin, Carolyn Melinda. "The Vivarium Program: An Ethnographic Video Documentary Exploring the Role of the Visual Anthropologist and the Subject at the Open School in Los Angeles." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500470/.

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This is a reflexive documentary on the Open School in Los Angeles, an elementary school which is a field research site for Apple Computer, Inc. This videotape explores filmmaker/subject relationships, media perception by children, and issues of representation. An accompanying production book describes the grantwriting process, the pre-production, production, and post-production stages, as well as theoretical implications of the documentary.

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Huh, Cheong Rhie. "After-school programs in Koreatown, Los Angeles, California." Diss., Restricted to subscribing institutions, 2004. http://proquest.umi.com/pqdweb?did=813763171&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Pawinski, Lori. "Small School Reform in a Large Urban High School: Does it Make a Difference in Student Outcomes?" Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/561.

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Since A Nation at Risk (1983), high schools across the United States have searched for answers to address increasing drop out rates and low student achievement. In urban areas, the large comprehensive high school is no longer addressing the diverse needs of the students it serves. The high school reform movement, beginning in 1984, set out to find solutions to solve the problems that these large urban high schools face each day. One reform is the creation of small learning communities within a large secondary school. Small learning communities are groups of teachers sharing and serving small numbers of students centered on a common theme, curriculum, and vision. These small learning communities create personalized learning environments among teachers, students, and parents to mitigate the effects of the large school on student outcomes. The purpose of this research was to investigate one of these small learning communities in a large urban high school in Los Angeles. The study explored how this small learning community set out to implement five identified factors of small schools including: personalization, leadership, authentic curriculum, innovative pedagogy, and accountability. The results show the impact of the small learning community model on student outcomes. Through the examination of quantitative data, the study correlated improved student outcomes with the level of implementation of these five identified factors. Additionally, the study used qualitative date to reinforce the quantitative findings. This research presents a model of an alternative for large urban secondary schools' dilemma in addressing low student academic performance and success.

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Cheung, Hoi-yan, and 張凱欣. "The after-school academic workload in Shanghai and Los Angeles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244075.

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Hooper, Kate J. "Los Angeles School Police Department Arrest Diversion| A Process Evaluation." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638595.

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<p> This thesis examines the Los Angeles School Police Department’s (LASPD) arrest diversion program currently used by the Los Angeles Unified School District (LAUSD). The diversion referral program offers an alternative to arrest and citation for LAUSD students between the ages of 13 and 17 who commit minor law violations on school grounds. The goal for this collaborative program is to offer a “non-punitive” enforcement model that supports strategic problem solving and addresses the behavioral, social, and emotional needs of students and their families. Using a mixed methods approach, combining interview and survey techniques, I assess whether the program was implemented according to intended protocol and procedures. Findings from the survey and interviews suggest a lack of consistency in the assessment of juveniles’ progress along with several obstacles preventing successful outcomes for participants. The majority of officers surveyed did not believe the arrest diversion program strengthened relationships between police and participants or police and the community. This process evaluation revealed barriers to successful implementation including a lack of communication between involved parties and lack of parental involvement and follow through by participants.</p><p>

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Mason, Bryce. "Achievement effects of five comprehensive school reform designs implemented in Los Angeles Unified School District." Santa Monica, Calif. : Rand, 2005. http://www.loc.gov/catdir/toc/fy0606/2005453275.html.

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Smith, Nykia Kawana. "Does professional development in a Los Angeles charter school produce teacher leaders?" Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715418.

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<p> Do professional development sessions in charter schools produce teacher leaders? This is the main question examined in this study. Professional development was established to help with the leadership process and increase teachers’ capacities overall. Teacher leaders have been deemed as incredibly important to student success and school reformation. Knowing these facts, the researcher sought to probe the utility of professional development in terms of teacher leadership at a charter school whose main intent was reformation. Through a review of the literature, the defining factors for complicated matter such as professional development and teacher leadership were outlined. The literature review helped the researcher look into the parameters of professional development and teacher leadership at what has been given the pseudonym Variety High School. A sociological case study was carried out at Variety High School during the second semester of the 2013-2014 school year. Analysis of focus group interviews, case study observations, and archival documentation were used to examine the impact of professional development on teacher leadership at Variety High School. While there were instances where professional development and teacher leadership were defined and linked to student success, the absence of teacher leadership opportunities was also linked to professional development practices governed by administrative principles. Ultimately, professional development was seen as a powerful tool to increase or decrease more than just leadership for a teacher but quality and skill in general.</p>

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Knowles, Kristopher. "Catholic School Leaders' Perceptions of Governance Models in Los Angeles Parochial Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635963.

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<p> The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools. </p><p> The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach's alpha was calculated for each group of questions to measure internal consistency. </p><p> In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chi-square analysis was run for each of the questions on an ordinal scale. </p><p> The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.</p>

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Knowles, Kristopher Leo. "Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/201.

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The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools. The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach’s alpha was calculated for each group of questions to measure internal consistency. In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chisquare analysis was run for each of the questions on an ordinal scale. The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.

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Books on the topic "The Open School in Los Angeles"

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Ill.) Open School (Chicago. The Open School monographs. The Open School, 2006.

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Open wide: Tooth school inside. Henry Holt, 2000.

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Arce, Rodrigo Pérez de. Valparaíso School: Open City group. McGill-Queen's University Press, 2003.

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Arce, Rodrigo Pérez de. Valparaíso School: Open City group. McGill-Queen's University Press, 2003.

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Ohio. General Assembly. Legislative Office of Education Oversight. An overview of open enrollment. The Office, 1998.

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Gregory, Thomas B. Making high school work: Lessons from the open school. Teachers College Press, 1993.

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Kirby, J. Stephen. School districts & the Open Meetings Act. 2nd ed. Kentucky School Boards Association, 1998.

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Kirby, J. Stephen. School districts & the Open Meetings Act. 4th ed. Kentucky School Boards Association, 2007.

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Dewees, Sarah. The school-within-a-school model. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1999.

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Dewees, Sarah. The school-within-a-school model. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1999.

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Book chapters on the topic "The Open School in Los Angeles"

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Patchin, Justin W. "Ban School, Open Facebook." In Bullying Today: Bullet Points and Best Practices. Corwin, 2016. http://dx.doi.org/10.4135/9781506335957.n8.

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Moula, Alireza. "Open Research and Philosophical Reflections." In Brain, School, and Society. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55170-8_2.

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Gardiner, Michael E. "Pathways to the ‘Open Utopia’." In Critical Theories and the Budapest School. Routledge, 2017. http://dx.doi.org/10.4324/9781315472454-8.

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Williams, Allan P. O. "An Open Systems Model of Key Organisational Elements." In The Rise of Cass Business School. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230624818_14.

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Fluck, Andrew E. "Government Sponsored Open Source Software for School Education." In History of Computing in Education. Springer US, 2004. http://dx.doi.org/10.1007/1-4020-8136-7_3.

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Latchem, Colin. "Out-of-School Children and Youth." In Open and Distance Non-formal Education in Developing Countries. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6741-9_8.

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Born, Javiera, Eliana Scheihing, Julio Guerra, and Luis Cárcamo. "Analysing Microblogs of Middle and High School Students." In Open Learning and Teaching in Educational Communities. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_2.

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Johnson, Jeffrey H. "Open Questions in Multidimensional Multilevel Network Science." In 3rd International Winter School and Conference on Network Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55471-6_10.

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Ahmad, Madiha Shafaat, Nguyen Thinh Le, and Niels Pinkwart. "Requirements for Supporting School Field Trips with Learning Tools." In Open Learning and Teaching in Educational Communities. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_28.

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Thibaut Paez, Patricia. "Teaching and Learning Processes in a School Learning Network." In Open Learning and Teaching in Educational Communities. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_86.

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Conference papers on the topic "The Open School in Los Angeles"

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ISAR, A., and W. SCHEID. "QUANTUM DEFORMATION OF OPEN SYSTEMS." In Proceedings of the Carpathian Summer School of Physics 2005. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812772862_0047.

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Helgert, Christian, Reinhard Geiss, Falk Eilenberger, et al. "Open innovation at the Abbe School of Photonics." In 14th Conference on Education and Training in Optics and Photonics, ETOP 2017, edited by Xu Liu and Xi-Cheng Zhang. SPIE, 2017. http://dx.doi.org/10.1117/12.2269953.

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Catelan, Márcio, Fernando Roig, Jailson Alcaniz, Ramiro de la Reza, and Dalton Lopes. "Structure and Evolution of Low-Mass Stars: An Overview and Some Open Problems." In Graduate School in Astronomy. AIP, 2007. http://dx.doi.org/10.1063/1.2790333.

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Eugene, John, Joseph S. Carey, Ramon A. Cukingnan, Marie Hammer-Wilson, and Michael W. Berns. "Fiber Optic Delivery Of Argon Ion Laser Radiation For Open Endarterectamy." In 1988 Los Angeles Symposium--O-E/LASE '88, edited by Abraham Katzir. SPIE, 1988. http://dx.doi.org/10.1117/12.945297.

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Walsh, J., E. Marshall, J. Jackson, T. Budka, R. Cook, and R. Layman. "Potential For GW Output Levels In Near-Cm Wavelength Open-Resonator Oscillators." In 1988 Los Angeles Symposium--O-E/LASE '88, edited by Norman Rostoker. SPIE, 1988. http://dx.doi.org/10.1117/12.965089.

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Jesmin, Triinu, and Tobias Ley. "Investigating teachers' practices of using games in school." In OpenSym '16: The International Symposium on Open Collaboration. ACM, 2016. http://dx.doi.org/10.1145/2957792.2957805.

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Wu, Tai T., and Hao-Ming Shen. "Radiation Of An Electromagnetic Pulse From The Open End Of A Circular Waveguide." In 1988 Los Angeles Symposium--O-E/LASE '88, edited by Norman Rostoker. SPIE, 1988. http://dx.doi.org/10.1117/12.965112.

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Benatti, F. "Asymptotic entanglement in open quantum systems." In Proceedings of the 46th Karpacz Winter School of Theoretical Physics. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814317443_0002.

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Cen, Gang, and Xuefen Lin. "A study of inter-school open-ended project instruction." In 2009 4th International Conference on Computer Science & Education (ICCSE 2009). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228305.

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Lupetti, Maria Luce, Serena Cangiano, Gabriele Ermacora, Ludovico Orlando Russo, and Cristina Riesen. "Open resources for thinking with computational artefacts at school." In FabLearn Europe'18: Conference on Creativity and Making in Education. ACM, 2018. http://dx.doi.org/10.1145/3213818.3213844.

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Reports on the topic "The Open School in Los Angeles"

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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Walker, A., D. Beattie, K. Thomas, K. Davis, M. Sim, and A. Jhaveri. Strategic Plan for Sustainable Energy Management and Environmental Stewardship for Los Angeles Unified School District. Office of Scientific and Technical Information (OSTI), 2007. http://dx.doi.org/10.2172/920933.

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Yates, Chris. Keeping children in school : a review of open education policies in Lesotho and Malawi. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii084.

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Oreopoulos, Philip, and Reuben Ford. Keeping College Options Open: A Field Experiment to Help All High School Seniors Through the College Application Process. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22320.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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