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You searched for +publisher:"California State University – San Marcos" +contributor:("Stall, Patricia"). Showing records 1 – 2 of 2 total matches.

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1. Zeait, Barry. How do school districts prepare for large-scale standard-based educational reform? .

Degree: 2013, California State University – San Marcos

THESIS ABSTRACT How do school districts prepare for large-scale standards-based educational reform? This study focused on one school district???s effort to plan and implement standards-based educational reform. Teachers from one elementary, one middle, and one high school in the district were surveyed to ascertain their perceptions of the district???s preparation and their own readiness to implement the Common Core State Standards (CCSS). The director of Curriculum and Instruction was interviewed to provide detailed analysis of the district???s overall framework and timeline for implementation of the CCSS reform initiative. The director???s answers were compared with results from teacher surveys to ascertain the effectiveness of the district???s plan as perceived by the teachers. To ensure successful implementation of such large-scale reforms as the CCSS, teacher perceptions and opinions, along with the district???s vision must be transparent, shared and understood to avoid miscommunication, inadequate planning and a resulting decrease in motivation and relationships. Findings from the research indicated collaborative time, availability of adequate and applicable materials as essential parts of successful implementation. Furthermore the uncertainty of online assessment, application of technology and curriculum alignment posed some of the most evident challenges for the district. While the study was small, focusing on three schools in one district, the implications of the findings and concurring recommendations could provide other school districts with pertinent information that may apply or be used for consideration in CCSS planning in all school districts with similar goals. Advisors/Committee Members: Stall, Patricia (advisor).

Subjects/Keywords: District reform; standard-based reform; Common Core

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zeait, B. (2013). How do school districts prepare for large-scale standard-based educational reform? . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/370

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zeait, Barry. “How do school districts prepare for large-scale standard-based educational reform? .” 2013. Thesis, California State University – San Marcos. Accessed October 20, 2019. http://hdl.handle.net/10211.8/370.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zeait, Barry. “How do school districts prepare for large-scale standard-based educational reform? .” 2013. Web. 20 Oct 2019.

Vancouver:

Zeait B. How do school districts prepare for large-scale standard-based educational reform? . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.8/370.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zeait B. How do school districts prepare for large-scale standard-based educational reform? . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/370

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Meyerott, Theresa. English Language Learner Success During the Era of Local Control Funding in California .

Degree: 2017, California State University – San Marcos

Since California???s adoption of the Local Control Funding Formula (LCFF) and Local Control Accountability Plan (LCAP) in 2013, K???12 school districts have been given more autonomy in setting funding priorities and enacting policies through actions and services for students. The state supplies unrestricted funding to K???12 districts in return for an accountability document, the LCAP, which sets goals for the district in spending those funds. The LCFF supplies districts with additional funding based on its population of (a) English Language Learner (EL) students, (b) free/reduced lunch students, and (c) homeless or foster students. The funds are intended to provide equitable funding for these students, but since the districts are able to set their own priorities for spending those funds, the state does not compel the districts to spend them in a targeted fashion. Education researchers have often studied the effect that funding models and education finance policy can have on student outcomes with little consensus on the effects of targeted funding. Under the LCFF, funding is more directly related to student outcomes because decisions about actions and services are set at the district level, and not at the state level. This provides an opportunity for districts to create and implement programs and services that directly reflect their particular challenges and the strengths of their communities. This study attempted to establish a correlation between district policy, as set in districts??? LCAP documents, and EL student achievement in four districts by using an explanatory sequential mixed-methods analysis to show that districts with specific, active, and detailed policies for increasing EL student achievement are more likely to achieve that goal. The four districts were selected via a quantitative analysis of all California school districts, identifying the two that increased EL student achievement???in two state reported metrics, ???Percentage Redesignated Fluent English Proficient??? (RFEP) and ???Percentage Making English Growth Target??? (EGT)???the most after implementation of the LCFF and LCAP funding paradigm (years 2011???2013 versus 2013???2016), and the two with the greatest decrease in EL student achievement for the same years. A qualitative analysis of the LCAP documents for these four districts show that the visibility of actions and services that support EL students in a targeted manner is correlated with an increase in EL student achievement. These results are further illuminated with interviews, conducted with district personnel from the two districts with the highest increased EL achievement in the LCFF era, which show greater involvement with families and the community in creating a more equitable environment in which their EL students succeed. These results are contextualized in the ongoing policy and education research discussions of new local accountability systems in California, equitable funding for EL students, and the effect of unrestricted funds on student outcomes. Advisors/Committee Members: Vargas, Manuel (advisor), Stall, Patricia (committeemember).

Subjects/Keywords: English Language Learner; local control accountability plan; local control funding formula

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Meyerott, T. (2017). English Language Learner Success During the Era of Local Control Funding in California . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Meyerott, Theresa. “English Language Learner Success During the Era of Local Control Funding in California .” 2017. Thesis, California State University – San Marcos. Accessed October 20, 2019. http://hdl.handle.net/10211.3/194753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Meyerott, Theresa. “English Language Learner Success During the Era of Local Control Funding in California .” 2017. Web. 20 Oct 2019.

Vancouver:

Meyerott T. English Language Learner Success During the Era of Local Control Funding in California . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.3/194753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Meyerott T. English Language Learner Success During the Era of Local Control Funding in California . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.