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1
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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Sison, Jonathan M. "An Inquiry of Instructional Coaching in an Urban High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/563.
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This inquiry examined the practice of instructional coaching in a large, low-performing, high-poverty urban high school. The participation of instructional coaches was examined in light of the school's attempt to construct a culture of social justice in a long-marginalized community. This research examined at instructional coaching through the framework of social reproduction theory in order to ascertain specific instructional coaching practices that may substantiate or validate the existence of legitimation, deskilling of teachers, and cultural hegemony, in an urban secondary school. Among key findings were 1) the disconnect between the intended purpose of instructional coaching and the actual interactions between the coach and teachers have the resultant effect of legitimation through the deskilling of teachers; 2) documentary evidence revealed that the curricula promoted by the instructional coaches at the Education Complex results in a cultural hegemony, having the reductionist effect of narrowing the curriculum to only the most basic levels of cognition, and proffering only what is deemed "legitimate" knowledge. Methods included interviews with instructional coaches, examination of documentary evidence, and observations of instructional coaching activities.
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Boudreau, Kevin J. (Kevin Joseph). "How open should an open system be? : essays on mobile computing." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37110.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2006.<br>Includes bibliographical references.<br>"Systems" goods-such as computers, telecom networks, and automobiles-are made up of multiple components. This dissertation comprises three essays that study the decisions of system innovators in mobile computing to "open" development of their systems to outside suppliers and the implications of doing so. The first essay considers this issue from the perspective of which components are retained under the control of the original innovator to act as a "platform" in the system. Based on detailed review of leading systems in this industry in data spanning 1984-2004, I find that platform boundaries expand and contract over time as a means for platform suppliers to promote the adoption of the platform (by end-customers, downstream manufacturers, and suppliers of complements) and simultaneously to ensure the continuing innovation of the system. The second essay provides a systematic empirical investigation of how the extent of openness chosen by the platform supplier affected the rate of innovation of mobile computing devices. I measure openness in relation to both the boundaries of the platform and the extent to which actions were taken by platform suppliers to promote entry by hardware device manufacturers.<br>(cont.) I find regular relationships across multiple measures of innovation that suggest that the whether openness increases or decreases innovation depends on the nature of innovation and the intensity of competition between device makers. The third essay moves from device hardware to the applications software developer networks that form around opened platforms. I investigate the effect of platform suppliers' aggressive promotion of entry of software developers around their platforms. I find that while large developer networks are associated with a wide selection of software titles, that very large developer networks in fact lead to less software output. I interpret this result as revealing the importance of maintaining investment incentives-even in a context with network effects.<br>by Kevin J. Boudreau.<br>Ph.D.
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Matthews, Geneva D. "Exploring the Experiences of Black Teachers with School Administrators in Los Angeles County." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/896.
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Teachers in California, like in many other states, are leaving the profession at an alarming rate, thus creating a severe teacher shortage. Specifically, Black teachers are leaving and this problem warrants thorough exploration in an effort to increase Black teacher retention. The objective of this dissertation was to unpack the different factors that contribute to job dissatisfaction among Black teachers in secondary public schools in Los Angeles County. In particular, the study investigated the role school leaders played in their dissatisfaction through a phenomenological study that interviewed 10 Black teachers. Using critical race theory (CRT), this study found that there were six key themes that contributed to the dissatisfaction of Black teachers: persistent awareness of race, the racialization of the teacher-student experience, hurdles to professional advancement, lack of confidence in school leadership, inconsistent and inadequate support, and the psychological and emotional impact of these experiences.
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Main, Kelly Diane. "Place attachment and MacArthur Park a case study of the importance of public space in an immigrant neighborhood and the implications for local planning practice /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1514961371&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Avellino, Noelle. "Mental health provisions for a high school in South Los Angeles| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527880.
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<p> The purpose of this project was to develop a program that would deliver 3 years of mental health services to a charter school. The school selected for this project was Youth Opportunities High School (YOHS) in Watts, California. The program developed was Mental Health for Youth Opportunities (MHYO). MHYO was designed to provide one full-time, bilingual, master of social work (MSW) practitioner to YOHS for 3 years. The assigned practitioner will be responsible for individual therapy, group therapy, case management, and enrichment services. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.</p>
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Trojahn, Sophia Louise Trojahn. "Open-Air skole 2016." Thesis, KTH, Arkitektur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-188156.
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Detta är ett projekt om en förskola i Gamla Hagalund i Solna norr om Stockholm. Området är det äldsta i Solna, präglat av historia och personlighet. Detta är ett förslag till en förskola, som med sina naturliga material smältar in i omgivningen bestående av gamla trävillor. Skolan tar utgångspunkt i Open-Air skolans koncept om att en nära kontakt med naturen främjar elevens hälsa.<br>This is a project about a preschool in Gamla Hagalund in Solna north of Stockholm. The area is the oldest in Solna, characterized by history and personality. This is a proposal for a preschool that with its natural materials melts into the surroundings consisting of old wooden villas. The school is based on the concept of the Open-Air School believing that a close contact with nature promotes the health of the student.
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Crepage, Richard A. "School choice and Ohio's interdistrict open enrollment policy." Youngstown State University / OhioLINK, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996672403.
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Garcia, Mayra. "College preparedness program for high school students in South Los Angeles, California| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584933.
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<p> The purpose of this project was to write a grant proposal to develop and fund a College Preparedness Program to educate students in South Los Angeles about college requirements, process and resources. An extensive literature review was conducted in order to examine the risk factors implementing college attendance for students in South Los Angeles and strategies utilized in the past to increase college enrollment. The Annenberg Foundation was selected as the funder for this program. </p><p> The proposed program would be offered to high school students enrolled at Youth Opportunities High School, located in the community of Watts in south Los Angeles. If funded, the program will aid students with college planning, preparedness and workshops. The overall goal of this program will be to increase high school students' knowledge about college, provide guidance and support to increase college enrollment. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project. </p>
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Cooper, Rondale Deshawn. "An analysis of public school administrators' preparation for special education in Los Angeles County, California." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/80.
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This research examines the difficulties public school administrators face while attempting to support the special education population with the knowledge they have gained through traditional university preparatory programs. In addition, this research examines past and current trends of those legally appointed to support the educational progression of disabled students. The purpose of this study is to analyze public school administrators' special education preparation that work in Los Angeles County, California. The researcher developed a survey to be sent out to one hundred public school administrators, to assist in describing the special education preparation of K-12 public school administrators throughout Los Angeles County, California. The data generated from the survey was coded and analyzed to find commonalities.
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Barnett, Tanisha M. "Access, Technology, and Parental Involvement| A Case Study on a West Los Angeles Charter School." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10106163.
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<p> Research clearly indicates that parental involvement plays an essential role in the educational process of any student regardless of grade level. However, technology is changing the way schools communicate, which affects the way parents are involved in their children’s education. Research on the digital divide indicates that there are differences in access based on race and family income. In other words, lower income and minority families tend to have less access to technology, and therefore may be less able to fully participate in schools.</p><p> This issue of social justice was investigated at a small charter school located in West Los Angeles, California, where the researcher was an administrator. Over the past several years, there had been a demographic shift in enrollment. Teachers and administrators noticed a problem related to parental involvement at the school and all school communication relied on technology. The purpose of this study was to investigate the intersection of technology and parental involvement at West Los Angeles Charter (WLAC). Applying the theoretical lens of Epstein’s (1988) work on parental involvement and Davis’s (1989) work on technology acceptance, the administrator-researcher interviewed 16 parents, stratified by income level to guarantee that various experiences were represented, and concluded that while all parents expressed interest in being involved in their child’s education, barriers limited that involvement, particularly for the lower-income families. These barriers included issues related to language rather than issues related to access, which WLAC will be able to address to support parental involvement among all families.</p>
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Aye, Thida S. M. Massachusetts Institute of Technology. "Open vs. closed Apple music distribution platform." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45934.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2008.<br>Includes bibliographical references (p. 75-77).<br>In this thesis, based on the example case study of the Apple iTunes-iPods platform technology, two simple models are analyzed to gain a better understanding of open vs. closed business models as management and market strategies for multi-sided platforms. First, a simple model of a firm with a two-sided platform serving two distinct types of customers is evaluated, assuming network effects as the only intrinsic benefits to joining such a platform. Three different cases of market structure are investigated: (i) monopoly, (ii) open duopoly (iii) closed duopoly. Using game theory, comparative results of prices, profits, consumer surplus and social welfare among the three regimes are presented. The second model focuses on the effects of competition and compatibility between a profit-maximizing closed platform and an open, freely accessible platform. Given certain conditions, it is shown that compatibility can in fact be a profitable strategy for closed platforms while improving social welfare at the same time.<br>by Thida Aye.<br>S.M.
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Rodriguez, Miguel A. (Miguel Angel) M. C. P. Massachusetts Institute of Technology. "Making schools the centers of communities : moving the Los Angeles Unified School District from policy to practice." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37472.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2006.<br>Includes bibliographical references (p. 79-80).<br>Schools often represent the largest, single community public infrastructure investment. In light of this, California's Los Angeles Unified School District (LAUSD) is in a unique and critical position as it attempts to undertake the largest, single capital improvement campaign in the Nation's history. With a growing public investment of $19.2 billion for local schools, LAUSD's efforts create an opportunity to attract greater physical, programming and economic resources using a joint use school development approach. Through joint use development, LAUSD acts as a development anchor, driving community and economic development by leveraging resources from public and private entities. The benefits of joint use include greater overall project value; public investment maximizing; more efficient use of scarce community resources; and increased number of resources available to local communities. In order to achieve these goals, LAUSD recently adopted a formal Joint Use Program that lays out a strategy for identifying community resource needs, seeking out joint use opportunities, and outreaching to potential partners.<br>(cont.) Despite these efforts, however, joint use remains an incidental development activity that lacks full integration within LAUSD's overarching school development framework. Hence this thesis examines LAUSD's current Joint Use Program in context of its ongoing capital improvement campaign, policy development and past implementation efforts. Based on review of District reports, policies, independent case studies, and interviews, this thesis examines current implementation challenges and advances recommendations for improving LAUSD's joint use practice. Effective joint use school development holds positive implications for local communities: it can serve as a catalyst for community revitalization; as well as help to integrate schools and communities and make schools the centers of communities.<br>by Miguel A. Rodriguez.<br>M.C.P.
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Mills, Thomas W. (Thomas Wayne). "Intel Corporation -- Intel Labs Europe : open innovation 2.0." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99033.
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Thesis: S.M. in Management of Technology, Massachusetts Institute of Technology, Sloan School of Management, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 62-64).<br>Around the world, the name Intel is synonymous with personal computers. Since the early 1980s nearly all personal computers, and more recently servers, are designed with a microprocessor based on Intel's x86 architecture. Over the last decade, however, the industry has seen many changes, and current trends send strong signals to Intel that it must continue the evolution of its own internal corporate innovation process-one that has driven Intel's success for many years-or suffer potential negative consequences. The reality is that for almost 40 years, personal computers have remained relatively the same; all had the same open modular architecture originally designed by IBM in the early 1980s. However, the past few years have seen a wave of evolution that includes embedded computing driven by the growth of digital devices like tablets and smartphones. These changes are of major importance to Intel. Instead of using the workhorse standard x86 processor, digital devices today have a chipset optimized for that device's specific application. This hardware change is further complicated by the shift to cloud computing and data centers. Change within the semiconductor industry, and specifically for Intel, is requisite and inevitable. Today, the firm is investing heavily in its future. Part of this investment is an initiative called Open Innovation 2.0, undertaken in Ireland under the umbrella of Intel Labs Europe. This innovation demonstrates Intel's commitment to evolving its corporate innovation processes to meet the needs of today's customers as well as future customers, markets, and industries. It must be said, however, that some technology-based innovation luminaries and academics believe Open Innovation (OI) is nothing new but merely the latest repackaged fad in innovation. In this thesis I evaluate how Intel developed its 01 initiative and then assess the levels of success achieved to date and planned for the future. History will show if OI is a useful innovation tool and whether Intel can maintain its reputation in the volatile field of digital computing.<br>by Thomas W. Mills.<br>S.M. in Management of Technology
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Kay), Charles Colleen K. (Colleen, and Angela Negron. "Open book management goes beyond the bottom line." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/82674.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 1997.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Includes bibliographical references (leaves 97-100).<br>by Colleen K. Charles.<br>M.B.A.
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Wicks, Joan Y. "Student, Parent, and Teacher Perceptions of School Racial Climate in a Charter Middle School in South Los Angeles: A Microcosm of Missed Opportunity." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/455.
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This qualitative case study explores student, parent, and teacher perceptions of school racial climate and its impact on students’ academic and personal lives at a charter middle school in South Los Angeles. The study also explores teacher handling of the impact of racial tensions at this school with a majority Latin@ student enrollment and a predominantly Black teaching staff. School climate refers to the perceived quality of interpersonal interactions among teachers, students, staff, and parents. A positive school climate is associated with increased academic achievement and decreased disciplinary problems. Conversely, schools wrought with interethnic conflict or a poor racial climate divert focus and resources away from student learning and toward chronic disciplinary problems and teacher attrition. This case study demonstrates how Black administrators handled displacement by a large immigrant Latin@ population by instituting a system of Black privilege to protect political and economic space. The massive immigration of Latin@s offered a critical opportunity for coalition building with Blacks. However, a competition-based framework emerged, rendering this case study a microcosm of missed opportunity in South Los Angeles and beyond.
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Wicks, Joan Y. "Student, Parent, and Teacher Perceptions of School Racial Climate in a Charter Middle School in South Los Angeles| A Microcosm of Missed Opportunity." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252070.
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<p> This qualitative case study explores student, parent, and teacher perceptions of school racial climate and its impact on students’ academic and personal lives at a charter middle school in South Los Angeles. The study also explores teacher handling of the impact of racial tensions at this school with a majority Latin@ student enrollment and a predominantly Black teaching staff. School climate refers to the perceived quality of interpersonal interactions among teachers, students, staff, and parents. A positive school climate is associated with increased academic achievement and decreased disciplinary problems. Conversely, schools wrought with interethnic conflict or a <i>poor</i> racial climate divert focus and resources away from student learning and toward chronic disciplinary problems and teacher attrition. This case study demonstrates how Black administrators handled displacement by a large immigrant Latin@ population by instituting a system of Black privilege to protect political and economic space. The massive immigration of Latin@s offered a critical opportunity for coalition building with Blacks. However, a competition-based framework emerged, rendering this case study a microcosm of missed opportunity in South Los Angeles and beyond.</p>
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Lycett, Ed. "Developing an open group strategy through Sunday school leadership training." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p049-0450.
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De, Larkin Christian Martin II. "A Study of Teacher-Buy-In and Grading Policy Reform in a Los Angeles Archdiocesan Catholic High School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597221.
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<p> This study examined the construct of teacher buy-in (TBI) during a grading policy reform effort in a high school. The purpose of this study was to identify and describe teachers' perceived value to the grading reform. Additionally, the researcher studied teacher behavior by identifying the teachers' actual practice of the policy. The study finally compared the identified reported values of the participants with their actual grading practices to determine the convergence of values and practice. </p><p> The research provided empirical evidence for a new way to study TBI and its relationship to a reform implementation. This study addressed a school-site policy reform effort and described TBI contributing to, and perhaps challenging, current practices in school reform and teacher grading policies. This study described the extent to which teacher bought into the grading policies and provided a framework for studying TBI and grading policies in the context of Standards-Based Reform in the future. The findings and discussion highlight how grading policies are a critical element of the student evaluation process in the increasing movement towards national learning standards and testing. </p>
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De, Larkin Christian Martín II. "A Study of Teacher-Buy-In and Grading Policy Reform in a Los Angeles Archdiocesan Catholic High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/220.
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Goggins, Kylie. "PUBLIC SCHOOL CHOICE AND THE PUBLIC-PRIVATE SCHOOL DECISION." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/71.
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This dissertation is a compilation of three studies related to public school choice issues. Chapter 2 examines whether access to public schools of choice influences a household’s decision to choose private school for their child. I employ a multistate, individual-level data-set on students and their families — for which I have been granted access to restricted geo-code information. I supplement these data by matching students with their respective school districts using geographic information systems (GIS); I then examine whether relative measures of public school choice (PSC) in a school district influence the household’s public-private school decision. I find slight evidence that households respond to general measures of choice, though the implied effects appear to be trivial. Conditional on the presence of either PSC type of school in a district, I find more consistently significant crowd-out effects for competition measures from magnet schools, while charter school measures elicit stronger private-sector crowd-out effects, roughly three times those of the respective magnet school measures.
Chapter 3 examines the statewide educational policies and student, household, and school district-level attributes that influence the demand for interdistrict and intra-district public schools of choice. In the context of a multinomial probit model, I also estimate the demand for private school as a third alternative to attending an assigned school. I find evidence to suggest that households substitute between intra-district and interdistrict schools of choice.. I also find that mobility patterns may significantly increase the probability a household opts out of district.
Chapter 4 is an exploratory analysis that examines the qualities that distinguish school districts as net-losers, net-keepers, or net- gainers of students in their public schools. In particular, I examine how public schools of choice affect the net flow of students across the public sector. I find that charter schools appear to locate in districts that are net-losers of students, where students are opting into private school. I also find evidence to suggest that net-loser districts may signal better quality school districts with more diverse options available to facilitate positive student-school matches.
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Leroy, Charlotte S. M. Massachusetts Institute of Technology. "Radical and open innovation : the challenge for established firms." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90745.
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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2014.<br>Title as it appears in MIT commencement exercises program, June 6, 2014: Best practices in innovation centers. Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 37-40).<br>Past research has shown that breakthrough innovations are often prevalent in the context of entrants rather than incumbents. There are many challenges associated with radical and open innovation initiatives for established firms. Innovation theory provides insights into one main challenge which is the definition of innovation and innovativeness itself especially with regards to its level of radicalism. The shift towards the paradigm of open innovation described by Chesbrough has made it even harder for established companies to set a strategy for managing innovation. This thesis draws on academic research as well as practitioners of innovation management recommendations to prescribe innovation strategies together with key success factors. It focuses on the case of "Innovation centers" - pockets of innovation-minded employees embedded in the larger structure. These innovation centers encompass different types of initiatives such as incubation and acceleration, rapid prototyping, identification of strategic partnerships, trend watching and ethnography. This thesis provides an illustration of innovation centers through a study of the organizational setup and challenges encountered by four innovation centers.<br>by Charlotte Leroy.<br>S.M. in Management Studies
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80592.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Ozek, Umut. "Three essays on school choice the case of open enrollment programs /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024873.
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Gile, Elizabeth K. "Does Increased Access to the Arts in High Schools in the Los Angeles Unified School District Affect Graduation Rates?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/972.
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Determining whether the arts are beneficial to a student’s education is a widely, and hotly debated topic every year in the United States, with many studies published each year demonstrating the impact that the arts have on various educational outcomes, from increased test scores to higher graduation rates. This paper examines previous research on the efficacy of incentives and how students’ participation in extracurricular activities, from sports to the arts, could impact graduation rates. It also develops a model for analyzing the present value of a high school education to a student using a discounted present value analysis and conducts an empirical analysis of 77 high schools in the Los Angeles Unified School District over 4 different school years to determine a relationship between the number of art classes offered and graduation rates. The results of the analysis do not support the hypothesis that an increase in the number of art classes offered per student will increase graduation rates, and actually suggests the opposite.
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Rollefson, Mark. "Why parents choose to open enroll children into a rural school district." Thesis, Edgewood College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705735.
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<p> The purpose of this quantitative study was to examine considerations that a sample of parents identified as influential when deciding to open enroll their children into a specific Wisconsin school district. Under Wisconsin Act 27, parents have the right to choose their children's public school through so-called open enrollment. This act also provides for state funding of public schools based in part on student enrollment. If a public school district's student enrollment increases, state funding increases. In recent years the district in this study experienced significant net loss in student enrollment and funding. As a result, programming, salaries, curriculum, facilities, and more were adversely affected. A survey was administered to a convenience sample of 64 families out of a target population of 117. Results indicated school culture and relationships were reportedly primary influences on parents' decisions to open enroll into the study district. Additionally, quality of academics was reported as an influential consideration. Stakeholders may incorporate these considerations when planning marketing and public relations strategies. Findings from this study may provide stakeholders with ways to attract and maintain students in the study district, and may also assist policymakers.</p>
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Muller, Brian Allen. "Promoting the successful implementation of curricular innovations." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1723113751&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Ghoul, Assia Meriem. "Validating An Open-Ended Coping Measure For Adolescents Exposed To Trauma." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1483976709170692.
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Richardson, Lesley. "Open learning technology and the rural school: The effects on classroom practice." Queensland University of Technology, 2001. http://eprints.qut.edu.au/15860/.
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New developments in information and communications technologies have rapidly made their way into the forefront of educational concerns. With exciting possibilities for global communication, access to vast amounts of information and new approaches to teaching and learning practices, a small number of schools have integrated the technology into the school environment. However, the majority of schools are just feeling their way and this is particularly so in small rural schools which are removed from the high technology communications networks of the capital cities. This study placed open learning technology into three rural schools where the teachers had control over its use. Using qualitative multi-site case study techniques, the effect of the technology on the planning and teaching strategies of the teachers, classroom organisation and management, changes in teacher-student interactions, student motivation, curriculum enhancement and/or extension, the role of the teacher, and professional development issues was investigated. It was found that the use of the technology had a positive effect on encouraging open learning and student-centred approaches to lesson delivery. The Internet and e-mail were accepted by the teachers and the wider school community and became part of normal classroom activities. Staff development opportunities figured largely in the outcomes of this study being revealed as a necessity for teacher adoption of the innovation. The leadership role of the principals emerged as an important theoretical construct influencing the implementation of the innovation. Finally, the introduction of the technology was found to contribute to breaking down the barriers of distance that are a characteristic of rural and isolated schools. By providing teachers in rural schools with access to open learning technology that can be readily integrated into teaching activities, it is likely that lasting change in attitude to the legitimacy of information gained through the technology, and a greater level of independent student classroom activity, will occur.
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Hansen, Linda Case. "Education by the ballot box : the impact of Proposition 227 on elementary and unified school districts in Los Angeles County /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3081987.
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Romo, Vanessa. "A Comparative Analysis of Charter Schools and Non-Charter Public Schools: Latino Academic Achievement in Los Angeles Unified School District." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2206.
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This research seeks to examine the impact of charter schools on Latino performance in Los Angeles Unified School District. Using school-level data from the Ed-Data database provided by the California Department of Education, this study compares Latino academic achievement in charter high schools and non-charter public high schools across five dimensions of academic achievement: math performance, reading performance, graduation rate, dropout rate, and University of California and/or California State University (UC/CSU) eligibility. The results find a positive, significant charter school impact for Latino students in math performance, dropout rate, and UC/CSU eligibility. Analyses also indicate that charter schools positively impact Latino reading performance and graduation rate, however the results are marginally significant.
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Vázquez, Lucerga Roberto José. "Open innovation strategy : a framework for corporate-startup collaboration." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117939.
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Thesis: S.M. in Management of Technology, Massachusetts Institute of Technology, Sloan School of Management, 2018.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 136-142).<br>Recent years have seen important changes in the way corporates compete and the dynamism of this competition. Companies are facing increasing pressure to innovate and generate value for customers in over-satisfied societies demanding more complex business propositions and faster response. These changes lead to greater horizontal and vertical uncertainty, that corporations have to manage while sustaining investment in core assets to ensure short term performance. Open innovation strategies, levering on the internal and external entrepreneurial drive, have been proposed to increase the resilience of corporates while opening the opportunity for nascent ventures to grow in new markets. The design of these programs is an area of active research. This thesis proposes a specific open innovation program. The design implements an integral strategy combining inside-out and outside-in transitions to lower costs and enhance efficiency. The design is sequential and staged, resulting in a flexible, modular program architecture with multiple, specifically designed components (accelerator, innovation center, incubator and CVC) enabling the management of a wide range of deal flows.<br>by Roberto José Vázquez Lucerga.<br>S.M. in Management of Technology
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Moore, Benjamin Hall. "A Study of the Impact of Ohio's System of Open Enrollment Funding on School Productivity." Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1489002125951766.
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Friedman, Paul Travis. "Elementary school principals' perceptions of teacher evaluation practices." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/675.
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The purpose of this study was to examine the perceptions,)[ elementary school principals of teacher evaluation practices in the Los Angeles Unified School District. Specifically, the current study was guided by the following research questions: 1) What are the perceptions of elementary public school principals regarding the effectiveness of teacher evaluation in public elementary schools? and 2) To what extent do elementary school principals' perceptions of the effectiveness of teacher evaluation vary by selected demographic variables (e.g. socio-economic status (SES), Academic Performance Index (API) score, student ethnicity makeup, and size of school)?
The collective bargaining agreement for the school district was reviewed and the perceptions of the different principals regarding teacher evaluation practices as well as their specific evaluation procedures at the site level were compared. Results revealed that the collective bargaining agreement did not place serious limitations on evaluation practices. Results of this study also demonstrated that elementary school principals indicated overwhelmingly that teacher evaluation needed to be improved to be more comprehensive, including more informal observations and feedback to be taken into account during the evaluation!on process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. Results further indicated that time constraints and other factors limited the ability of principals to provide meaningful feedback to teachers.
The results of this survey reflect a desire on the part of elementary school principals to see the teacher evaluation process changed to become more effective. This change in the teacher evaluation process will help principals make a difference for everyone- principals, teachers, and students alike.
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Guisti, Brett M. "Comparison of Guided and Open Inquiry Instruction in a High School Physics Classroom." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2572.pdf.
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Benton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.
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<p> The purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a mixed method design phenomenological approach. The quantitative phase entails the use data from the Multifactor Leadership Questionnaire (MLQ)-5X from Mind Garden Institute and the Principal Instrumental Management Rating Scale (PIMRS) authored by Hallinger (1982). Information was collected from interviews with principals, assistant principals, and approximately 30% of classroom teachers at two underperforming schools. Grounded within the Coherence Framework by Fullan and Quinn (2015) and the Public Education Leadership Project (PELP) Coherence Framework by Childress, Elmore, Grossman, and King (2011), the study provides an insight into the effectiveness of the principal position and its impact on school reform efforts. The findings of this study revealed the transformative style of leadership is most preferred as it allows stakeholder voice in decision-making. Data also verified that urban innercity principals devote the least amount of time in their day to instructional leadership activities. These activities are focused on framing the school’s goals and coordinating the school curriculum and require emphasis on engaging in the behaviors that develop the school’s learning climate. Moreover, several themes emerged from the study. These included (a) teacher “voice” in school-wide decisions impacts reform efforts; (b) the school community severely impacts the principal’s decision-making towards school improvement; (c) the principal’s style of leadership influences teacher commitment; (d) the political/district influences can limit reform efforts.</p><p>
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Brumbaugh, Sherron M. "High school string orchestra teacher as a career choice a survey of 11th and 12th grade high school string orchestra students in Texas /." Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20033/brumbaugh%5Fsherron/index.htm.
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Grant, James Wilson. "Ranches with Wolves: How straight talk is the salvation of open range in the Northern Rockies." The University of Montana, 2010. http://etd.lib.umt.edu/theses/available/etd-05262010-105050/.
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Since U.S. Fish and Wildlife Service reintroduced gray wolves into Yellowstone National Park and central Idaho in 1995 and 1996, conflicts between wolves and livestock have increased as the wolf population has grown and expanded. Ranchers in wolf country face a changing ecology that now includes wolves as a keystone predator, and failing to adapt to the change has meant hard losses for some ranchers. In other cases, ranchers have found ways to compensate for the reintroduced predator. These ranching situations, both the unchanged and the changed, offer lessons to livestock producers who can anticipate wolves becoming part of the landscape. And the values most likely to make the transition from ranching without a viable wolf population to ranching with a viable population as painless as possible, the ranchers say, are communication and cooperation between themselves, their neighbors, wildlife managers and government trappers.
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Shah, Sonali K. 1974. "Community-based innovation & product development : finding from open source software and consumer sporting goods." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/8004.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2003.<br>Includes bibliographical references (p. 209-219).<br>Academics and practitioners have long been interested in understanding the sources and causes of innovative activity and the relationship between innovation and industrial change. Existing theory assumes innovative activity to be the domain of firms and research institutions, and commercial activity to be the domain of firms and entrepreneurially-minded individuals. Work in this tradition finds it difficult to explain the emergence of new fields and technological trajectories. This thesis suggests and provides evidence for the idea that social activity may precede and heavily influence both firm and market formation via the innovative activities that take place within user "communities." "Communities" are composed of loosely-affiliated individuals with common interests. They are characterized by a lack of formal coordination and the free flow of information. These characteristics allow for rich information and feedback and the matching of problems with individuals who possess the ideas and means to solve them. Due to the varied skills and needs of the individuals involved, user communities are well-equipped to identify and solve a wide range of design problems. The "many hands" of communities act as an innovation development and selection process operating largely independent of the visible hands of firms and the invisible hand of markets. Each essay in the thesis investigates the impact of community-based innovation and product development process on a different level. Essay 1 discusses the impact of user-innovators and their communities on firm and industry formation; Essay 2 examines the inner-workings of four formally-organized communities; Essays 3 and 4 discuss the individual-level motivations that drive community participation. Evidence is drawn from three unique data sets in the fields of commercial sports equipment and software.<br>by Sonali K. Shah.<br>Ph.D.
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Albert, Green DeEadra Florence. "Teachers', parents', and students' perceptions of effective school characteristics of two Texas urban exemplary open-enrollment charter schools." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2566.
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The primary purpose of this study was to examine how teachers, parents, and
students viewed their charter school as effective when effectiveness was defined by the
following 11 characteristics: (a) instructional leadership, (b) clear mission, (c) safe and
orderly environment, (d) positive school climate, (e) high expectations, (f) frequent
monitoring, (g) basic skills, (h) opportunities for learning, (i) parent and community
involvement, (j) professional development and (k) teacher involvement.
Two exemplary open-enrollment charter schools in Texas were used in this
study. All 24 teacher, parent, and student participants completed a questionnaire that
addressed characteristics analyzed for each group. The 72 participants in this
quantitative study were randomly chosen to respond to items on the School
Effectiveness Questionnaire developed by Baldwin, Freeman, Coney, Fading, and
Thomas. Data from the completed questionnaires were reported using descriptive
statistics and frequency data. Major research findings for the study were as follows: 1. There was agreement among teachers, parents, and students regarding 5
characteristics. These characteristics were: (a) safe and orderly
environment, (b) positive school climate, (c) high student expectations, (d)
frequent student assessment, and (e) monitoring of achievement and basic
skills.
2. Teachers and parents agreed their school demonstrated effective
instructional leadership, a clear and focused mission, and a maximized
opportunity for learning. On the other hand, students were uncertain their
school provided maximum opportunities for learning.
3. Only parents and students were in agreement concerning the parental
involvement in their school. In contrast, teachers were uncertain their
school provided parent and community involvement.
4. Teachers were also uncertain their school provided strong professional
development and included them in the decision-making process for the
school.
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Edwards, Tiffany G. "Closing the Gap of the Educational Needs of Homeless Youth| A Case Study of a Mobile School and Youth Learning Center in Los Angeles." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930468.
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<p> The number of homeless children and youth in the United States is on the rise (U.S. Department of Housing and Urban Development, 2016). Between 2016 and 2017 in the Los Angeles County Homeless Count, there was a 41% increase in the number of homeless minors (The Los Angeles Service Authority, 2017). Education is key to bringing people out of poverty and ending the cycle of homelessness. </p><p> Using a socio-psychological lens, this case study examined the perceptions of six of the staff and volunteers at one site of the Griffon Learning Center, an organization trying to close the educational gaps of homeless children and youth. It also includes the perspectives of 12 children and youth who utilized their services. The data of this study include interviews, observations of a participant observer, ethnographic field notes, journal reflections, and document analysis. An examination of the relevant literature is included. </p><p> Although this study cannot end the cycle of homelessness, it hopes to shed light on the issue and makes recommendations to organizations, school districts, politicians, and legislatures, and educational researchers. </p><p>