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You searched for +publisher:"Harvard University" +contributor:("Coleman, Duane"). Showing records 1 – 2 of 2 total matches.

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Harvard University

1. Sparks, Jordy L. Multiple Pathways to Meeting a Promise: Creating Coherence So All Students Can Remain, Recuperate, and Recover.

Degree: 2018, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717422 

When a district creates a “no wrong door” policy that provides that provides options and second or more chances at a diploma, students and families win.” To effect systems-level change, what can be learned from alternative schools and how they provide alternate points of entry for students? What might be understood from the rejection of established ideas, as educators attempt to establish new ways of supporting and responding to students’ increasingly diverse needs? How might systems provide coherent, equitable, and diverse opportunities for students to remain on-track to graduation and success, as well as support them with options when they fall off-track or disconnect completely? I came to Oceanside Unified School District (OUSD) as the Innovative Education Specialist to rethink alternative education, examining how the personalized and intervention-driven approach in the alternative model that is good for the most vulnerable students is good for all. My capstone illustrates this claim through a “Multiple Pathways to Graduation” framework to explore the Oceanside Unified School District’s (OUSD) responsiveness to support options for students to remain, recuperate, and recover. In leading district efforts to articulate a coherent model and plan, I imagine how to better ensure students remain on-track to graduation and future success, have accessible and diverse options for recuperation when they fall off-track, and have options for recovery and reconnection when they disconnect from school completely.

Intervention; Pathways

Advisors/Committee Members: City, Elizabeth, Ganz, Marshall, Coleman, Duane.

Subjects/Keywords: Education, Administration; Education, Elementary; Education, Secondary

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

APA (6th Edition):

Sparks, J. L. (2018). Multiple Pathways to Meeting a Promise: Creating Coherence So All Students Can Remain, Recuperate, and Recover. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717422

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):

Sparks, Jordy L. “Multiple Pathways to Meeting a Promise: Creating Coherence So All Students Can Remain, Recuperate, and Recover.” 2018. Thesis, Harvard University. Accessed March 05, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717422.

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

MLA Handbook (7th Edition):

Sparks, Jordy L. “Multiple Pathways to Meeting a Promise: Creating Coherence So All Students Can Remain, Recuperate, and Recover.” 2018. Web. 05 Mar 2021.

Vancouver:

Sparks JL. Multiple Pathways to Meeting a Promise: Creating Coherence So All Students Can Remain, Recuperate, and Recover. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 05]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717422.

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

Council of Science Editors:

Sparks JL. Multiple Pathways to Meeting a Promise: Creating Coherence So All Students Can Remain, Recuperate, and Recover. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717422

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


Harvard University

2. Magnuson, Nicole Y. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.

Degree: Doctor of Education Leadership (Ed.L.D.), 2017, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663 

In addition to preparing students academically, public schools are increasingly expected to address the complex social, emotional, and safety needs of students. Collective impact, first defined by Kania & Kramer (2011) as “a commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem” has emerged as a framework for bringing cross-sector partners together to share ownership of student success (p. 36). Its data-informed, continuous improvement orientation drives collective action to address root-cause issues and to achieve large-scale social impact. This capstone documents the leadership and support I provided to Oceanside Unified School District (OUSD) and its community partners to advance and plan for the long-term sustainability of the Oceanside Promise (The Promise), a collective impact initiative anchored within OUSD. FSG’s Five Conditions of Collective Impact and StriveTogether’s Cradle to Career Theory of Action were used to assess the current state of the partnership, its backbone capacity, and the development of a multiyear strategic roadmap. My strategic project involved working with district leadership, the Oceanside Promise Foundation (The Foundation), and The Promise partners to clarify roles and direction, create coherence, and facilitate shared ownership of The Promise and its long-term sustainability. In addition to my professional and academic experience, literature regarding collective impact, critical leadership competencies, and organizational and community coherence informed the strategic project’s planning and execution. This capstone also provides insight into the challenges and opportunities of a district-anchored collective impact initiative. Most notably, it explores how shared community ownership must be intentionally cultivated and how collective impact challenges the mindsets and competencies of educators and community members with a traditional view of how school districts and community partner. Thus, the implications for site and sector sections elevate the conditions that would better support the success of innovative school districts assuming the role of backbone support in collective impact initiatives. Advisors/Committee Members: Reville, Paul (committee member), Savitz-Romer, Mandy (committee member), Coleman, Duane (committee member).

Subjects/Keywords: Education; General

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

APA (6th Edition):

Magnuson, N. Y. (2017). Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663

Chicago Manual of Style (16th Edition):

Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Doctoral Dissertation, Harvard University. Accessed March 05, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.

MLA Handbook (7th Edition):

Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Web. 05 Mar 2021.

Vancouver:

Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 05]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.

Council of Science Editors:

Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663

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