You searched for +publisher:"Loyola Marymount University" +contributor:("Mary K. McCullough, Ph.D.").
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1.
Lynch, Patrick Paschal.
Preferential Options and Palimpsests: Transferring the Founders’ Catholic Charism from Vowed Religious Educators to Lay Educators.
Degree: Doctorate in Education, Education, 2011, Loyola Marymount University
URL: http://digitalcommons.lmu.edu/etd/262 
► A decline in the number of vowed religious who teach and administer in Catholic high schools has placed the responsibility for transferring the founders’…
(more)
▼ A decline in the number of vowed religious who teach and administer in Catholic high schools has placed the responsibility for transferring the founders’ Charism, the traditional mission and identity of the schools, in the hands of lay educators. This study examined how one Catholic independent single-sex high school established programs and methods to transfer the founders’ Charism to its lay educators and students in the areas of social justice, diversity, and social and political awareness.
The researcher collected data about Charism transference by interviewing five adults selected as a purposive sample and conducting focus groups with 15 students selected on a nominative basis. Additional research included prolonged researcher emic observation and an analysis of school documents and archives; the data were codified and an emergent analysis of the data was performed. The analysis focused on social justice, diversity, and social and political awareness at the school. Informing the analysis were the theories of Catholic Social Teaching, critical pedagogy, and liberation theology. The emergent analysis identified that the school institutionalized the founders’ Charism, established an atmosphere of care for others in the areas of social justice and diversity, and promoted awareness of feminine identity and a sense of students as leaders, as well as an understanding of social justice and diversity issues. However, factors including social reproduction, social capital, cultural capital, and class complicated the transformational praxis of action in the areas of social justice and political and social awareness.
Advisors/Committee Members: D.%22%29&pagesize-30">Marta Baltodano,
Ph.
D.,
D.%22%29&pagesize-30">Edmundo F. Litton, Ed.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: Catholic social teaching; critical care; critical pedagogy; mission leadership; social justice; theology of liberation; Education; Religion
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APA (6th Edition):
Lynch, P. P. (2011). Preferential Options and Palimpsests: Transferring the Founders’ Catholic Charism from Vowed Religious Educators to Lay Educators. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/262
Chicago Manual of Style (16th Edition):
Lynch, Patrick Paschal. “Preferential Options and Palimpsests: Transferring the Founders’ Catholic Charism from Vowed Religious Educators to Lay Educators.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
http://digitalcommons.lmu.edu/etd/262.
MLA Handbook (7th Edition):
Lynch, Patrick Paschal. “Preferential Options and Palimpsests: Transferring the Founders’ Catholic Charism from Vowed Religious Educators to Lay Educators.” 2011. Web. 16 Feb 2019.
Vancouver:
Lynch PP. Preferential Options and Palimpsests: Transferring the Founders’ Catholic Charism from Vowed Religious Educators to Lay Educators. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Feb 16].
Available from: http://digitalcommons.lmu.edu/etd/262.
Council of Science Editors:
Lynch PP. Preferential Options and Palimpsests: Transferring the Founders’ Catholic Charism from Vowed Religious Educators to Lay Educators. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: http://digitalcommons.lmu.edu/etd/262
2.
Aceves, Manuel A.
Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community.
Degree: Doctorate in Education, Education, 2013, Loyola Marymount University
URL: http://digitalcommons.lmu.edu/etd/219
► Institutions of higher education are entering a new era, one where cost, value, and quality are at the front of mind. To proactively ensure…
(more)
▼ Institutions of higher education are entering a new era, one where cost, value, and quality are at the front of mind. To proactively ensure long-term viability, institutions must operate differently. This qualitative case study examined how the St. Alexander
University School of Education’s Annual Report Process impacted institutional decision-making. Additionally, the study explored how the Annual Report Process could facilitate learning and improvement for a school of education.
Using the Professional Learning Community model as the conceptual framework, document analysis, process analysis, and semi-structured interviews were used as the primary methods for data collection. Using pattern analysis, four themes emerged in the study. First, there is lack of shared vision and understanding regarding the purpose for the SOE Annual Reports. Second, there is a disconnect between the SOE Annual Reports and the impact that they play in the decision-making process related to resource allocation. Third, the level of dialogue and impact that the SOE Annual Reports facilitate at the department and programmatic level is mixed. Finally, there has been minimal training for the SOE Annual Report process, which has resulted in a lack of quality in the reports. In turn, this has resulted in an overall frustration with the process for those that are involved in the SOE Annual Report process. The findings and recommendations in this study provide the SOE at St. Alexander a pathway to move forward with an Annual Report Process that positively influences the building of learning community, while positively impacting the decision-making process.
Advisors/Committee Members: D.%22%29&pagesize-30">Shane P. Martin,
Ph.
D.,
D.%22%29&pagesize-30">Ernesto Colín, Ph.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: Accountability; Decision-Making; Organizational Change; Professional Learning Community; Social Justice; Education; Educational Leadership; Higher Education
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APA (6th Edition):
Aceves, M. A. (2013). Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/219
Chicago Manual of Style (16th Edition):
Aceves, Manuel A. “Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
http://digitalcommons.lmu.edu/etd/219.
MLA Handbook (7th Edition):
Aceves, Manuel A. “Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community.” 2013. Web. 16 Feb 2019.
Vancouver:
Aceves MA. Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 16].
Available from: http://digitalcommons.lmu.edu/etd/219.
Council of Science Editors:
Aceves MA. Schools of Education in a New Era of Accountability: A Case Study of an Annual Report Process Used to Advance a Professional Learning Community. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: http://digitalcommons.lmu.edu/etd/219
3.
Pérez Aguilar, Jennifer Maria.
Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School.
Degree: Doctorate in Education, Education, 2013, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/216
► The purpose of this qualitative study was to examine Latinas’ access to Advanced Placement/ Honors courses in a Catholic female single-sex high school and…
(more)
▼ The purpose of this qualitative study was to examine Latinas’ access to Advanced Placement/ Honors courses in a Catholic female single-sex high school and to examine their experiences and perspectives when they are granted or denied access into an AP/Honors course. This study also aimed to explore how the Catholic single-sex high school is aligned with the Catholic, single-sex, and Advanced Placement advantage for Latina students who have been granted or denied access to an Advanced Placement/Honors course. The case study focused on one Catholic all-female high school in the Western United States and participants included Latina current students and alumnae (n=11), the high school principal (n=1), and teachers (n=2) from the school. Data was collected via document review, the gathering of descriptive data, as well as participant interviews. The theoretical framework used to analyze this data was a blend of Critical biculturalism, Chicana feminist theory, as well as the principles of Catholic social teaching. Findings highlight a fairly exclusive AP/Honors placement process with unclear guidelines to be followed in order to appeal a decision. Latinas’ experiences range from feeling like outsiders and being made to feel not good enough, to feeling competitive and being resilient. Their perspectives on why they decided to appeal the decision of their placement had to do with their feeling that they had the capacity for advanced work, their driven nature, and their desire to be exposed to more learning. Further, perspectives also emerged concerning the school’s sisterhood and its influence on issues of race and class. In regards to alignment with the Catholic, single-sex, and AP advantage the data illustrates that while participants seemingly agree that there are advantages, they are also cognizant of other factors that overshadow these advantages.
Advisors/Committee Members: D.%22%29&pagesize-30">Jill P. Bickett, Ed.
D.,
D.%22%29&pagesize-30">Antonia Darder, Ph.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: Access; Advanced Placement; Catholic; Latinas; single-sex; Education; Educational Leadership
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APA (6th Edition):
Pérez Aguilar, J. M. (2013). Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/216
Chicago Manual of Style (16th Edition):
Pérez Aguilar, Jennifer Maria. “Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/216.
MLA Handbook (7th Edition):
Pérez Aguilar, Jennifer Maria. “Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School.” 2013. Web. 16 Feb 2019.
Vancouver:
Pérez Aguilar JM. Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/216.
Council of Science Editors:
Pérez Aguilar JM. Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/216
4.
Bonsuuri, Camillo Abatanie.
Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana.
Degree: Doctorate in Education, Education, 2011, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/248
► In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers…
(more)
▼ In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive policy analysis approach. Interviews of leading Ghana education officials conducted in 2010 were the predominant source of data in this research, with corroboration from analysis of policy texts and review of the media.
The conclusions and recommendations that emerged from this study included: accountability, the responsible use of school time and instructional time, and education equity and adequacy. Other issues concerned social justice, teacher remuneration and motivation, and the need for equitable national education policies that reckon with the disparities in the country. In particular, this study took issue with the culture of nonimplementation of education policies in Ghana, with particular reference to the policy on extra classes. The study contended that the partial or non-implementation of education policies deepens education stratification in the country.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Shane P. Martin, Ph.D.,
D.%22%29&pagesize-30">Kevin Baxter, Ed.D..
Subjects/Keywords: Educational equity; Education policy; Education stratification; Extra classes; Ghana education system; Policy implementation; Curriculum and Instruction; Education
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APA (6th Edition):
Bonsuuri, C. A. (2011). Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/248
Chicago Manual of Style (16th Edition):
Bonsuuri, Camillo Abatanie. “Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/248.
MLA Handbook (7th Edition):
Bonsuuri, Camillo Abatanie. “Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana.” 2011. Web. 16 Feb 2019.
Vancouver:
Bonsuuri CA. Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/248.
Council of Science Editors:
Bonsuuri CA. Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/248
5.
Trinchero, Beth.
Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School.
Degree: Doctorate in Education, Education, 2011, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/261
► Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted…
(more)
▼ Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted leaders in creating a “manufactured crisis” (p. 4) about America’s public schools to scapegoat educators, push reforms, and minimize societal problems, such as systemic racism and declining economic growth, particularly in urban areas. The No Child Left Behind (NCLB) Act (2001) functions as an important articulation of this crisis (Granger, 2008).
Utilizing the theoretical lenses of master narrative theory (Lyotard, 1984), Critical Race Theory (Delgado & Stefancic, 2001), and social capital theory (Bourdieu, 1986; Coleman 1988), this study employed critical discourse analysis (Reisigl & Wodak, 2009) to unmask the mainstream media’s master narrative, or dominant story, about Victory High School (VHS), which was reconstituted under the authority of the NCLB Act (2001). Findings revealed a master narrative that racialized economic competition, vilified community members, and exonerated neoliberal reforms.
Drawing on the critical race methodology of counter-narratives (Yosso, 2006), individual and focus group interviews with 12 VHS teachers, alumni, and community elders illustrated how reforms fragmented this school community, destroying collective social capital, while protecting the interests of capitalism and neoliberalism.
By revealing the interests protected by the media’s master narrative and beginning a counter-narrative voiced by members of the community, this study contributes to recasting the history of the VHS community, to understanding the intersections between race and class in working class communities of color, and to exposing the impact of neoliberal educational reforms on urban schools.
Advisors/Committee Members: D.%22%29&pagesize-30">Marta Baltodano,
Ph.
D.,
D.%22%29&pagesize-30">Edmundo F. Litton, Ed.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: critical discourse analysis; Critical Race Theory; master narrative; media; reconstitution; social capital; Education; Race and Ethnicity
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APA (6th Edition):
Trinchero, B. (2011). Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/261
Chicago Manual of Style (16th Edition):
Trinchero, Beth. “Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/261.
MLA Handbook (7th Edition):
Trinchero, Beth. “Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School.” 2011. Web. 16 Feb 2019.
Vancouver:
Trinchero B. Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/261.
Council of Science Editors:
Trinchero B. Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/261
6.
McCullough, Carla M.
Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences.
Degree: Doctorate in Education, Education, 2012, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/236
► Brown v. Board of Education (1954) was a significant court case fought to provide equal educational opportunities for African-American students. Though the case was…
(more)
▼ Brown v. Board of Education (1954) was a significant court case fought to provide equal educational opportunities for African-American students. Though the case was fought with good intentions, there may have been unintended consequences that occurred due to the policy implementation. The purpose of this research was to explore the policy, its implementation, and assess the extent to which the goals of the original policy were met. This study used a mixed-methods approach and was set within one large urban school district. The qualitative portion of the study included interviews with a small group of educators who were directly impacted by Brown and its implementation. The data from both the interviews and the selected focus schools indicated that the initial goals of Brown, equal educational opportunities and integrated schooling, were not met. This research provided information from key areas that may serve as a guide to help make future policy implementation successful.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Yvette V. Lapayese, Ph.D.,
D.%22%29&pagesize-30">Lori Pawinski, Ed.D..
Subjects/Keywords: Brown v. Board of Education; Educational Policy; Interest Convergence; LAUSD; Los Angeles; Policy Implementation; African American Studies; Education; Education Policy
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APA (6th Edition):
McCullough, C. M. (2012). Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/236
Chicago Manual of Style (16th Edition):
McCullough, Carla M. “Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/236.
MLA Handbook (7th Edition):
McCullough, Carla M. “Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences.” 2012. Web. 16 Feb 2019.
Vancouver:
McCullough CM. Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/236.
Council of Science Editors:
McCullough CM. Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/236
7.
Knowles, Kristopher Leo.
Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools.
Degree: Doctorate in Education, Education, 2014, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/201
► The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los…
(more)
▼ 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.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Kevin Baxter, Ed.D.,
D.%22%29&pagesize-30">Frank Montejano, Ed.D..
Subjects/Keywords: Catholic; Governance; School Boards; Education; Educational Leadership; Education Policy
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APA (6th Edition):
Knowles, K. L. (2014). Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/201
Chicago Manual of Style (16th Edition):
Knowles, Kristopher Leo. “Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/201.
MLA Handbook (7th Edition):
Knowles, Kristopher Leo. “Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools.” 2014. Web. 16 Feb 2019.
Vancouver:
Knowles KL. Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/201.
Council of Science Editors:
Knowles KL. Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/201
8.
Wiley, Linda Rogers.
Effective Leadership Strategies: What Novice Catholic Elementary Principals Know, Do, And Want to Learn.
Degree: Doctorate in Education, Education, 2011, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/263
► In the Archdiocese of Los Angeles, principal candidates are often ill prepared for the demands of the job. Yearly the Archdiocese hires inexperienced principals…
(more)
▼ In the Archdiocese of Los Angeles, principal candidates are often ill prepared for the demands of the job. Yearly the Archdiocese hires inexperienced principals in up to 15% of its elementary schools. The principalship is becoming more demanding. At the same time, research shows effective leadership is critical to a school’s success.
This mixed methods study focused on the knowledge and activities of novice principals. The researcher gathered information from second and third year principals in the Archdiocese to determine their knowledge, practice, and desire to learn four effective leadership strategies: instructional leadership, shared decision-making, organization of the learning environment, and developing people. The analysis of the data collected was used to determine the need for a mentoring program for novice principals. The research and data collection consisted of a 48-statement survey using a Likert scale and three open-ended qualitative questions. Three follow-up focus sessions were conducted to clarify survey results and deepen the scope of the study.
Statistical means indicated principals did not implement the strategies to the extent they were known, and principals wanted to learn more about the strategies, especially in instructional leadership. Focus group data indicated principals felt overwhelmed by the job and did not implement the strategies to the same extend they knew them. Principals in the study expressed the need for a mentor, who would have assisted them in fulfilling their role of principal.
Recommendations to improve principal effectiveness were presented to the Superintendent, Regional Supervisors, Pastors, novice principals, and
Loyola Marymount University.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Franca Dell'Olio, Ed.D.,
D.%22%29&pagesize-30">Kevin Baxter, Ed.D..
Subjects/Keywords: Catholic; Instructional; Leadership; Mentor; Novice; Principal; Education; Educational Administration and Supervision
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APA (6th Edition):
Wiley, L. R. (2011). Effective Leadership Strategies: What Novice Catholic Elementary Principals Know, Do, And Want to Learn. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/263
Chicago Manual of Style (16th Edition):
Wiley, Linda Rogers. “Effective Leadership Strategies: What Novice Catholic Elementary Principals Know, Do, And Want to Learn.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/263.
MLA Handbook (7th Edition):
Wiley, Linda Rogers. “Effective Leadership Strategies: What Novice Catholic Elementary Principals Know, Do, And Want to Learn.” 2011. Web. 16 Feb 2019.
Vancouver:
Wiley LR. Effective Leadership Strategies: What Novice Catholic Elementary Principals Know, Do, And Want to Learn. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/263.
Council of Science Editors:
Wiley LR. Effective Leadership Strategies: What Novice Catholic Elementary Principals Know, Do, And Want to Learn. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/263
9.
Galla, Anthony James.
Educational Technology: Leadership and Implementation.
Degree: Doctorate in Education, Education, 2009, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/257
► The purpose of this study was to evaluate two important aspects of educational technology: leadership and implementation. The research conducted in this study aimed…
(more)
▼ The purpose of this study was to evaluate two important aspects of educational technology: leadership and implementation. The research conducted in this study aimed to assess three aspects of leadership as it relates to educational technology: leadership that supports the technology implementation process, leadership that supports the change associated implementing technology, and leadership that supports a culture that embraces technology. An additional purpose of this study was to evaluate the process, procedures, and actions of implementing educational technology at three Catholic elementary schools in ways that foster a culture that promotes a supportive disposition towards educational technology.
The data from the interviews, document reviews, and site observations revealed that leadership styles and practices that support the adaptation to change and a culture that can embrace technology are vital to the educational technology implementation process. This study confirmed literature that contends that partnership, collaboration, and ownership from all stakeholders are essential conditions in being able to cultivate change and sustain a culture that embraces technology. In addition, this study identified and discusses the significance of effective educational technology leaders, professional development, the establishment of a vision, mission, and plan, proper technology maintenance, and the idea that technology is a resource that is meant to enhance rather than replace teaching and instruction.
Advisors/Committee Members: D.%22%29&pagesize-30">Edmundo F. Litton, Ed.
D.,
D.%22%29&pagesize-30">Franca Dell'Olio, Ed.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: implementation; leadership; technology; Education
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APA (6th Edition):
Galla, A. J. (2009). Educational Technology: Leadership and Implementation. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/257
Chicago Manual of Style (16th Edition):
Galla, Anthony James. “Educational Technology: Leadership and Implementation.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/257.
MLA Handbook (7th Edition):
Galla, Anthony James. “Educational Technology: Leadership and Implementation.” 2009. Web. 16 Feb 2019.
Vancouver:
Galla AJ. Educational Technology: Leadership and Implementation. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/257.
Council of Science Editors:
Galla AJ. Educational Technology: Leadership and Implementation. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/257
10.
Beardall, Joshua Michael.
Taken Over: The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice.
Degree: Doctorate in Education, Education, 2011, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/260
► In Los Angeles, the charter movement has gained incredible momentum as Charter Management Organizations take over troubled public schools in working class neighborhoods and…
(more)
▼ In Los Angeles, the charter movement has gained incredible momentum as Charter Management Organizations take over troubled public schools in working class neighborhoods and communities of color. In Watts, a Latino and African American working class neighborhood, Locke High School had long stood as a troubled school in the Los Angeles Unified School District. After decades of low test scores, violence, and astronomical dropout rates, Green Dot Public Schools took over the campus and, in 2008, opened Locke as a public charter school under its management. This study examined the perceptions, experiences, and stories of five 12th-grade students at Locke whose high school was taken over. These students described the impact this charter takeover had on their social, academic, and personal lives. Using qualitative research methodology, this study utilized student-created photo essays, in-depth semistructured interviews, and a focus group. Though the media prematurely labeled the takeover a success, the students‘ views differed. They described how the takeover helped them academically, but failed to give them a rigorous college preparatory curriculum. The takeover also failed to meet their social needs. These students discussed how the takeover improved the Locke campus, but failed to make ongoing improvements throughout the school. Students offered their stories and counterstories to the mainstream media, which applauded the changed atmosphere. They reminisced about the past, mourned social loss, complained of uniforms and strict compliance to rules, and hoped for additional changes. These students added personal voices to the takeover of their high school.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Marta Baltodano, Ph.D.,
D.%22%29&pagesize-30">Jill P. Bickett, Ed.D..
Subjects/Keywords: Charter School; Critical Race Theory; Locke High School; Student Voice; Takeover; Curriculum and Instruction; Education
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APA (6th Edition):
Beardall, J. M. (2011). Taken Over: The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/260
Chicago Manual of Style (16th Edition):
Beardall, Joshua Michael. “Taken Over: The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/260.
MLA Handbook (7th Edition):
Beardall, Joshua Michael. “Taken Over: The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice.” 2011. Web. 16 Feb 2019.
Vancouver:
Beardall JM. Taken Over: The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/260.
Council of Science Editors:
Beardall JM. Taken Over: The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/260
11.
Montaño, Elizabeth.
Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice.
Degree: Doctorate in Education, Education, 2012, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/237
► Charter schools have become a widely accepted and rapidly growing option for educational reform especially for low-income, inner-city students. In Los Angeles, the charter…
(more)
▼ Charter schools have become a widely accepted and rapidly growing option for educational reform especially for low-income, inner-city students. In Los Angeles, the charter movement has promised teachers greater autonomy and collaboration than in the traditional public schools, yet the working conditions of teachers in charter schools have weakened the conditions for this movement to truly reform public education.
By using a neoliberal theoretical framework and a qualitative case study design, this study captured the voices of charter school teachers and documented their beliefs and experiences in an environment shaped by a culture of choice. This study uncovered a) the culture and environment that led teachers to seek unionization, b) the relationships between teachers and management, and c) their model of unionism.
The participants’ voices detailed a collaborative culture that lured teachers to escape the negative environment in the local district schools. Still, teachers faced an exhaustive workload and they chose to leave the charter school environment. Teachers valued their autonomy while not realizing that the true choice existed only for the management of the school that had the ultimate power over their working conditions. When teachers decided to unionize they faced antagonism from their school leaders, and a backlash for their involvement in the unionization. Teachers fell prey to the intimidation of the public’s perception on tenure and gave up this fundamental protection. They also moved away from the traditional model and were left without a clear understanding of what being a union meant.
Advisors/Committee Members: D.%22%29&pagesize-30">Marta Baltodano,
Ph.
D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D.,
D.%22%29&pagesize-30">Catherine L. Belcher, Ph.D..
Subjects/Keywords: charter schools; school choice; teacher unions; Education
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APA (6th Edition):
Montaño, E. (2012). Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/237
Chicago Manual of Style (16th Edition):
Montaño, Elizabeth. “Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/237.
MLA Handbook (7th Edition):
Montaño, Elizabeth. “Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice.” 2012. Web. 16 Feb 2019.
Vancouver:
Montaño E. Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/237.
Council of Science Editors:
Montaño E. Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/237
12.
Marasco, Corena.
The Triage Principal: An Autoethnographic Tale of Leadership in a Catholic Turnaround School.
Degree: Doctorate in Education, Education, 2015, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/192
► Catholic schools are in need of innovative change. The problem lies in how to construct the elements of change to create viability for a…
(more)
▼ Catholic schools are in need of innovative change. The problem lies in how to construct the elements of change to create viability for a school in the face of rapid declining enrollment. Responding to this type of environment as an educational leader requires qualities and characteristics similar to those of first responders in a medical emergency, a term I coined as the triage principal. This autoethnographic research study was designed to answer three research questions:
1. As a new principal at Michael, the Archangel School (MAS), a Catholic school in danger of closing, what challenges did I experience?
2. As a new leader, how did I respond to the challenges to bring about change at MAS?
3. What did I learn from this first year leadership experience?
This autoethnographic study is constructed from my voice as a first year, first time principal, using several data sources: my blog, my archival field notes, and three interviews from archdiocesan leaders. Each of the given data sources had contained a data collection procedure resulting in overarching thematic patterns that led to generalizations based on the past experiences at MAS and my review of the literature. The weaving of the past and present of my life’s leadership journey in combination with the culture and the people that surround me for this study, has made me realize that I do have a story worth sharing, a story that can potentially help others who might find themselves seemingly lost and alone.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Shane P. Martin, Ph.D.,
D.%22%29&pagesize-30">Anthony Sabatino, Ed.D..
Subjects/Keywords: Autoethnography; Catholic school; Latino; Leadership; New Principal; Triage Principal; Education; Educational Administration and Supervision; Educational Leadership
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APA (6th Edition):
Marasco, C. (2015). The Triage Principal: An Autoethnographic Tale of Leadership in a Catholic Turnaround School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/192
Chicago Manual of Style (16th Edition):
Marasco, Corena. “The Triage Principal: An Autoethnographic Tale of Leadership in a Catholic Turnaround School.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/192.
MLA Handbook (7th Edition):
Marasco, Corena. “The Triage Principal: An Autoethnographic Tale of Leadership in a Catholic Turnaround School.” 2015. Web. 16 Feb 2019.
Vancouver:
Marasco C. The Triage Principal: An Autoethnographic Tale of Leadership in a Catholic Turnaround School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/192.
Council of Science Editors:
Marasco C. The Triage Principal: An Autoethnographic Tale of Leadership in a Catholic Turnaround School. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/192
13.
Pasto, James Allan.
Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers.
Degree: Doctorate in Education, Education, 2014, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/200
► Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams.…
(more)
▼ Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacherstudent relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first phase consisted of one-on-one interviews, where the participants were asked questions on effectiveness, teacher-student relationships, and administrative support. The results from these interviews were analyzed for themes. The themes were then brought to the participants in forms of two focus groups for further exploration and clarity. Findings indicate that teachers characterize six themes in positive teacher-student relationships; student voice, humanization, trust, openness, respect, and personal connections. Three areas of school support were also uncovered; this included community circle, time to connect, and opportunities outside the classroom. The findings support the need for educators to be aware of the elements of positive relationships and to include these areas of school support in teacher and leader preparation programs.
Advisors/Committee Members: D.%22%29&pagesize-30">Antonia Darder,
Ph.
D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D.,
D.%22%29&pagesize-30">Jacqueline Elliot, Ed.D..
Subjects/Keywords: Funds of Knowledge; Social Justice; Student-Teacher Realtionships; Teacher-Student Realtionships; Education
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APA (6th Edition):
Pasto, J. A. (2014). Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/200
Chicago Manual of Style (16th Edition):
Pasto, James Allan. “Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/200.
MLA Handbook (7th Edition):
Pasto, James Allan. “Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers.” 2014. Web. 16 Feb 2019.
Vancouver:
Pasto JA. Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/200.
Council of Science Editors:
Pasto JA. Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/200
14.
Farber, Michael Jacob.
Organizing a Grassroots Math Literacy Campaign: The Launching of the Young People’s Project in Los Angeles.
Degree: Doctorate in Education, Education, 2010, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/272
► The purpose of this study was to delve into the emerging awareness of the social factors that contribute to the teaching and learning of…
(more)
▼ The purpose of this study was to delve into the emerging awareness of the social factors that contribute to the teaching and learning of mathematics by documenting the experiences of Math Literacy Workers in the Young People’s Project, as it formed its Los Angeles Chapter. Twelve high school students, three college students and one program coordinator participated in this research study.
This research study focused on a series of math literacy workshops conducted as part of an after-school program at Roosevelt Elementary School. Built upon the legacy of the Mississippi Freedom Riders, the Young People’s Project has developed an engaging program that allows participants to take direct action in transforming their communities. The design of a pedagogy rooted in the tenants of civil rights, youth leadership, civic engagement, criticalmathliteracy, situated learning theory, cultural relevance, peer-to-peer education, social empowerment, grassroots leadership, and community organizing, enabled participants to develop their identity as agents of social change. This research examined the capacity of critical literacy and the methodologies used to promote math literacy and youth leadership as aspects of the Math Literacy Workers training program.
The Math Literacy Workers training program positively impacted youth participants’ math literacy, problem solving, academic achievement, communication, organizing skills, leadership capacity, self-confidence, civic engagement, critical literacy, and self-identity. Participants described how the program allowed them to achieve praxis, through continuously reflecting on their identities and the social significance of their experiences as they took direct action as facilitators of the math literacy workshops at Roosevelt Elementary School.
Advisors/Committee Members: D.%22%29&pagesize-30">Marta P. Baltodano,
Ph.
D.,
D.%22%29&pagesize-30">Franca Dell'Olio, Ed.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: Algebra Project; Civic Engagement; grassroots campaign; math literacy; Young People's Project; Youth Leadership; Education; Science and Mathematics Education
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APA (6th Edition):
Farber, M. J. (2010). Organizing a Grassroots Math Literacy Campaign: The Launching of the Young People’s Project in Los Angeles. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/272
Chicago Manual of Style (16th Edition):
Farber, Michael Jacob. “Organizing a Grassroots Math Literacy Campaign: The Launching of the Young People’s Project in Los Angeles.” 2010. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/272.
MLA Handbook (7th Edition):
Farber, Michael Jacob. “Organizing a Grassroots Math Literacy Campaign: The Launching of the Young People’s Project in Los Angeles.” 2010. Web. 16 Feb 2019.
Vancouver:
Farber MJ. Organizing a Grassroots Math Literacy Campaign: The Launching of the Young People’s Project in Los Angeles. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2010. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/272.
Council of Science Editors:
Farber MJ. Organizing a Grassroots Math Literacy Campaign: The Launching of the Young People’s Project in Los Angeles. [Doctoral Dissertation]. Loyola Marymount University; 2010. Available from: https://digitalcommons.lmu.edu/etd/272
15.
Acuña, Santa Gabriela.
How Teachers Use Culturally Responsive Pedagogy with Latino Students: A Case Study of Three Latina Teachers.
Degree: Doctorate in Education, Education, 2009, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/546
► Looking for best teaching practices has always been an important issue for educators. Teacher education programs, school districts, and researchers have gone to great…
(more)
▼ Looking for best teaching practices has always been an important issue for educators. Teacher education programs, school districts, and researchers have gone to great lengths to train teachers to teach "better." Yet, students are still not performing well in school, specifically minority students. The achievement gap and dropout rates only get larger between Latino students and their White peers. According to National Center for Educational Statistics (NCES, 2002), in the United States the drop out rate for Latino students is 23.8% compared to 6.8% for White students. With such disparities occurring, what is being done to address this large, under-performing population? What do Latino students need in order to succeed in the American school system? One of the known ways to help Latino students succeed is culturally responsive teaching (Banks, 2006).
Are culturally responsive teaching practices the best pedagogical approach for Latino students? And if so, do teachers understand what these practices entail? This inquiry was a qualitative study highlighting the teaching practices of three self-identified culturally responsive teachers working in an inner-city school that is predominately populated by low performing Latino students. This study involved observations and interviews with three teachers and employed ethnographic methods highlighting not only what culturally relevant teachers in classroom practices with Latino students, but also how these practices help teachers' efficacy improve.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Emily Arms, Ph.D.,
D.%22%29&pagesize-30">Kristen R. Anguiano, Ph.D..
Subjects/Keywords: Hispanic Americans – Education; Education; Latina Latino Studies; Education
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APA (6th Edition):
Acuña, S. G. (2009). How Teachers Use Culturally Responsive Pedagogy with Latino Students: A Case Study of Three Latina Teachers. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/546
Chicago Manual of Style (16th Edition):
Acuña, Santa Gabriela. “How Teachers Use Culturally Responsive Pedagogy with Latino Students: A Case Study of Three Latina Teachers.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/546.
MLA Handbook (7th Edition):
Acuña, Santa Gabriela. “How Teachers Use Culturally Responsive Pedagogy with Latino Students: A Case Study of Three Latina Teachers.” 2009. Web. 16 Feb 2019.
Vancouver:
Acuña SG. How Teachers Use Culturally Responsive Pedagogy with Latino Students: A Case Study of Three Latina Teachers. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/546.
Council of Science Editors:
Acuña SG. How Teachers Use Culturally Responsive Pedagogy with Latino Students: A Case Study of Three Latina Teachers. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/546
16.
Fikwamo, Rodgers K.
Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens.
Degree: Doctorate in Education, Education, 2009, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/550
► Up until the 1950s, Catholic school principals were mainly priests, sisters, and brothers who were well grounded in theology, scripture, catechesis, and the Catholic…
(more)
▼ Up until the 1950s, Catholic school principals were mainly priests, sisters, and brothers who were well grounded in theology, scripture, catechesis, and the Catholic social teachings they received during their formation. Conversely, lay principals who currently staff most Catholic high schools may not have this same Catholic formational training that helped to form the religious mission of schools in earlier years. Hence, this study was developed to investigate current Catholic school leadership models and the way principals' perceptions of leadership may impact the religious missions of Catholic schools. Additionally, the factor of generational diversity may contribute to differences in principal's perceptions of leadership. Thus, the purpose of this study is to investigate how current lay principals from two generational cohorts perceive their roles as leaders and how such perceptions impact the religious mission of their schools. To accomplish this investigation, the researcher employed three elements of the Catholic school leadership framework designated by the United States Catholic Conference (USCC), including educational, managerial, and spiritual leadership. These concepts constitute the framework through which this study examined the principals' perceptions of leadership in Catholic high schools. To collect the data and answer the research questions, this study utilized a qualitative methodology consisting of document analysis, observations, and interviews. To conduct the study, six principals from two generations were selected from Catholic high schools in a large diocese on the West Coast of the United States. Based on the research results, differences were discovered between the generational cohort known as the
Baby Boomers and those known as the
Xers, where Baby Boomers exhibited more future-focused perspectives and Xers demonstrated a strong focus on values. Baby Boomers also connected the religious mission of the school to the charisma of the founding order or congregation of their school, while Xers relied exclusively on the identity of the diocese. However, despite these generational differences, the study results show that the current principals have not only maintained and preserved the religious mission to a new level of forming peer Christian leadership among students and teachers.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Kristen R. Anguiano, Ph.D.,
D.%22%29&pagesize-30">Neil Quinly, Ed.D..
Subjects/Keywords: Catholic schools – Administration; Catholic schools – United States – Administration; School principals; Educational leadership; Catholic Studies; Education; Education
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MLA ·
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Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Fikwamo, R. K. (2009). Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/550
Chicago Manual of Style (16th Edition):
Fikwamo, Rodgers K. “Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/550.
MLA Handbook (7th Edition):
Fikwamo, Rodgers K. “Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens.” 2009. Web. 16 Feb 2019.
Vancouver:
Fikwamo RK. Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/550.
Council of Science Editors:
Fikwamo RK. Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/550
17.
Meyer, Kathleen A.
Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools.
Degree: Doctorate in Education, Education, 2009, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/558
► Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic…
(more)
▼ Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful
K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals.
Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas.
Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (
d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards.
This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions.
This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Kristen R. Anguiano, Ph.D.,
D.%22%29&pagesize-30">Teresa Mendoza, Ph.D..
Subjects/Keywords: Catholic schools – United States – Administration; School management and organization – United States; Educational leadership – United States; Catholic Studies; Education; Education
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MLA ·
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APA (6th Edition):
Meyer, K. A. (2009). Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/558
Chicago Manual of Style (16th Edition):
Meyer, Kathleen A. “Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/558.
MLA Handbook (7th Edition):
Meyer, Kathleen A. “Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools.” 2009. Web. 16 Feb 2019.
Vancouver:
Meyer KA. Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/558.
Council of Science Editors:
Meyer KA. Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/558
18.
Muzzy, Catherine Cichocki.
Implementing Calendar Reform in a Suburban Catholic Elementary School: A Case Study.
Degree: Doctorate in Education, Education, 2014, Loyola Marymount University
URL: http://digitalcommons.lmu.edu/etd/203
► Time-based reform proposals are founded on the assumption that more time in school will produce great learning outcomes. Research shows that when schools adopt…
(more)
▼ Time-based reform proposals are founded on the assumption that more time in school will produce great learning outcomes. Research shows that when schools adopt time-based reform initiatives, there are certain considerations that they should make and methods they should follow to ensure the change produces the outcomes intended. This was not the case in a local Archdiocese where a calendar extension was adopted by several elementary schools.
This qualitative case study focused on the adoption of a calendar extension at one Catholic elementary school. The researcher gathered data from the pastor, principal, teachers, parents, and students to determine how these stakeholders envisioned the outcomes of this change, how they perceived the time was being used for curricular, co-curricular, and extracurricular purposes, and the challenges and opportunities that they felt existed after three years of implementation. Data collected over a four-month period included classroom observations, stakeholder interviews, focus group meetings, and document analysis.
An inductive analysis of the data collected was used to determine emergent themes and domains within the school. The seven themes that emerged include: decision making, planning and implementation, advantages, financial motivations, the culture of teaching, leadership, challenges and complications of the extended calendar.
Recommendations include the need for school leaders to familiarize themselves with change management techniques including setting a shared vision, establishing a collaborative implementation plan, and developing a system of assessment prior to embarking on school reform.
Advisors/Committee Members: D.%22%29&pagesize-30">Marta P. Baltodano,
Ph.
D.,
D.%22%29&pagesize-30">Karen K. Huchting, Ph.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: calendar extension; change management; extended calendar; implementing change; time-based reform; Education; Educational Leadership; Education Policy
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APA (6th Edition):
Muzzy, C. C. (2014). Implementing Calendar Reform in a Suburban Catholic Elementary School: A Case Study. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/203
Chicago Manual of Style (16th Edition):
Muzzy, Catherine Cichocki. “Implementing Calendar Reform in a Suburban Catholic Elementary School: A Case Study.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
http://digitalcommons.lmu.edu/etd/203.
MLA Handbook (7th Edition):
Muzzy, Catherine Cichocki. “Implementing Calendar Reform in a Suburban Catholic Elementary School: A Case Study.” 2014. Web. 16 Feb 2019.
Vancouver:
Muzzy CC. Implementing Calendar Reform in a Suburban Catholic Elementary School: A Case Study. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 16].
Available from: http://digitalcommons.lmu.edu/etd/203.
Council of Science Editors:
Muzzy CC. Implementing Calendar Reform in a Suburban Catholic Elementary School: A Case Study. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: http://digitalcommons.lmu.edu/etd/203
19.
Tenorio de Azevedo, Maria Rosalia.
Media Literacy and the Common Good: A Link to Catholic Social Teaching.
Degree: Doctorate in Education, Education, 2015, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/191
► In order to effectively teach students how to critically consume media it is paramount for teachers to be media literate (Ian & Temur, 2012;…
(more)
▼ In order to effectively teach students how to critically consume media it is paramount for teachers to be media literate (Ian & Temur, 2012; Keller-Raber, 1995; Schmidt, 2012). Using Freirean critical literacy as a theoretical framework, this case study investigated how a 60-hour teacher training program in media literacy promoting Catholic Social Teaching and how undergoing this training has influenced teachers’ perceptions of media literacy, Catholic Social Teaching, and the link between the two. As the researcher, I performed participant-observation as a trainee in the program. Five teachers, alumni of the program, participated in this study: one middle school teacher, three high-school teachers, and one college professor, all of them taught at Christian private schools. I recorded how participants applied the Media Mindfulness—a faith based media literacy strategy—in their practice as a response to the Church’s call for Catholic teachers to engage in media education (Benedict XVI, 2008; John Paul II, 1987, 1990, 1992, 2005). Findings show how the Media Mindfulness method helped teachers integrate media literacy in their practice, promoting student empowerment and character education. A follow up action research at a Catholic high school where teachers are trained in Media Mindfulness is recommended to find out: a) how the training influenced teachers’ confidence in integrating media education into their practice? b) to what extent students’ assimilation of Catholic Social Teaching concepts resulted from the teacher training program? c) and how training teachers in the media mindfulness model influenced the school’s culture in addressing social justice issues?
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Jill P. Bickett, Ed.D.,
D.%22%29&pagesize-30">Rebecca H. Stephenson, Ph.D..
Subjects/Keywords: Catholic Education; Catholic Social Teaching; Mass Media; Media Education; Media Literacy; Teacher Training; Education; Teacher Education and Professional Development
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APA (6th Edition):
Tenorio de Azevedo, M. R. (2015). Media Literacy and the Common Good: A Link to Catholic Social Teaching. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/191
Chicago Manual of Style (16th Edition):
Tenorio de Azevedo, Maria Rosalia. “Media Literacy and the Common Good: A Link to Catholic Social Teaching.” 2015. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/191.
MLA Handbook (7th Edition):
Tenorio de Azevedo, Maria Rosalia. “Media Literacy and the Common Good: A Link to Catholic Social Teaching.” 2015. Web. 16 Feb 2019.
Vancouver:
Tenorio de Azevedo MR. Media Literacy and the Common Good: A Link to Catholic Social Teaching. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2015. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/191.
Council of Science Editors:
Tenorio de Azevedo MR. Media Literacy and the Common Good: A Link to Catholic Social Teaching. [Doctoral Dissertation]. Loyola Marymount University; 2015. Available from: https://digitalcommons.lmu.edu/etd/191
20.
Bass, Angela Watkins.
Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives.
Degree: Doctorate in Education, Education, 2011, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/259
► In August of 2007, Los Angeles Unified School District embarked on a new journey under the leadership of Superintendent David Brewer toward improving the…
(more)
▼ In August of 2007, Los Angeles Unified School District embarked on a new journey under the leadership of Superintendent David Brewer toward improving the achievement of some of Los Angeles’ lowest performing schools. By establishing a partnership with the Mayor of Los Angeles, Antonio Villaraigosa, the goal of the improvements was to form a team of talented and experienced educators who would identify schools whose majority of teachers would be willing to be led and supported by these experienced educators under an umbrella organization called the Partnership for Los Angeles Schools in agreement with United Teachers of Los Angeles. The Deputy Mayor, Ramon Cortines, recruited me, the researcher of this study, to serve as Superintendent of Instruction of the Partnership in February of 2008.
For two and a half years, I, along with 28 team members worked tenaciously to develop and implement a model that would accelerate achievement. While there were numerous initiatives and programs attempting to improve student performance in the lowest performing schools, no initiative in the district alleviated teachers from the day-to- day constraints of district policies and procedures. The reform model developed by the Partnership for Los Angeles Schools was the focus of this research. An analysis of the implementation of the Partnership Model at one particular site, Excellence Elementary School, yielded results that examined if the Partnership Model was able to successfully transform outcomes in an underperforming school.
Advisors/Committee Members: D.%22%29&pagesize-30">Shane P. Martin,
Ph.
D.,
D.%22%29&pagesize-30">Jill P. Bickett, Ed.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: education; education reform; school reform; school transformation; turnaround; urban school transformation; Curriculum and Instruction; Education
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APA (6th Edition):
Bass, A. W. (2011). Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/259
Chicago Manual of Style (16th Edition):
Bass, Angela Watkins. “Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/259.
MLA Handbook (7th Edition):
Bass, Angela Watkins. “Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives.” 2011. Web. 16 Feb 2019.
Vancouver:
Bass AW. Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/259.
Council of Science Editors:
Bass AW. Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/259
21.
Wechsler, Michelle Powell.
To Teach as Jesus Would: Inclusive Education in one Catholic Elementary School.
Degree: Doctorate in Education, Education, 2013, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/234
► Throughout the history of Catholic schools in Los Angeles, the mission of Catholic schools and the Archdiocese governing its schools has been clear: Catholic…
(more)
▼ Throughout the history of Catholic schools in Los Angeles, the mission of Catholic schools and the Archdiocese governing its schools has been clear: Catholic schools must strive to serve children with varied learning needs. However, despite calls for inclusion from the Vatican, the United States Conference of Catholic Bishops, and efforts from trained administrators and professionals to help facilitate inclusion in schools, Catholic inclusive programs are not able to include all learners.
Using qualitative research with semi-structured interviews, focus group, and document review, this study uses the framework of ableism and disability studies to research and analyze the two questions regarding inclusive practices in one Catholic elementary school that has had a program running for five years. The research questions are as follows: 1) What are St.
Mary teachers’ beliefs, experiences, and perceptions about disability and inclusive education? 2) What do St.
Mary teachers and administrators think are the best ways to foster acceptance of inclusive education in the school?
Despite the fact that Catholic educators recognize that Catholic schools, as a matter of social justice, should be teaching all children, it is challenging and frustrating for them. Due to a lack of resources and support, limited exposure and experience of people with disabilities, and technical special education training, even the most dedicated, talented, and sympathetic Catholic educators wanting to serve children with special needs have difficulty doing so. Reasons relating to inconsistent teacher training, beliefs and experiences that students with special needs are “trouble,” limited resources, and teachers’ perceptions of fairness, time, and equity, all contribute to teachers’ frustration and limitations when including learners with special needs in their classrooms.
The significance of this research study lies in documenting a Catholic school’s experience of developing, evolving, and establishing a working model of an inclusion program in one Los Angeles Catholic elementary school. To this end, this study provides larger contextual data to those in similar Catholic school settings across America about Catholic teacher training and the implementation of inclusive practices in Catholic schools. Also, this study hopes to further the discussion in the field of Catholic education about the right(s) of all Catholic children, regardless of ability, to a Catholic education, since, according to the Vatican, that it is a matter of human dignity that they receive a spiritual and emotional education as well as one that is appropriately academic.
Advisors/Committee Members: D.%22%29&pagesize-30">Marta P. Baltodano,
Ph.
D.,
D.%22%29&pagesize-30">Shane P. Martin, Ph.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: Catholic School; Differentiated Instruction; Diverse Learners; Inclusion; Inclusive Education; Special Education; Education; Special Education and Teaching
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Manager
APA (6th Edition):
Wechsler, M. P. (2013). To Teach as Jesus Would: Inclusive Education in one Catholic Elementary School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/234
Chicago Manual of Style (16th Edition):
Wechsler, Michelle Powell. “To Teach as Jesus Would: Inclusive Education in one Catholic Elementary School.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/234.
MLA Handbook (7th Edition):
Wechsler, Michelle Powell. “To Teach as Jesus Would: Inclusive Education in one Catholic Elementary School.” 2013. Web. 16 Feb 2019.
Vancouver:
Wechsler MP. To Teach as Jesus Would: Inclusive Education in one Catholic Elementary School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/234.
Council of Science Editors:
Wechsler MP. To Teach as Jesus Would: Inclusive Education in one Catholic Elementary School. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/234
22.
Eckel, Todd.
Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness.
Degree: Doctorate in Education, Education, 2013, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/225
► This qualitative study had two goals. The first goal was to understand how a critical, non-formal, adult literacy program addresses the challenges and successes,…
(more)
▼ This qualitative study had two goals. The first goal was to understand how a critical, non-formal, adult literacy program addresses the challenges and successes, which the students and volunteers identify at Amanecer Adult School. The second goal was to explore the perception of the student Spanish-speaking immigrants on the extent to which this program contributes to their second language acquisition and critical citizenship. These goals were examined through studying a local nonprofit organization, Amanecer Adult School, (AAS) that espouses critical literacy as its main goal. Using qualitative methodology and an inductive analysis approach to the data, the findings of the study were disheartening. At best, functional language learning was being both taught and learned in class, focusing on basic verbs and vocabulary. There was no critical work being done in the classroom.
The challenges of the program far outweighed the positives found in the data. The students, while respecting their teachers, were rarely assessed; there was no established curriculum nor means to discuss the students’ lived realities. Additionally, the lack of resources, including money, time, space and classroom materials, at AAS was almost overwhelming for the volunteers. The lack of training in, and no understanding of, popular education by the volunteers at AAS stood out as a major issue.
Advisors/Committee Members: D.%22%29&pagesize-30">Marta P. Baltodano,
Ph.
D.,
D.%22%29&pagesize-30">Jill P. Bickett, Ed.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: literacy program; second-language; Amanecer Adult School; Education; Educational Leadership
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APA (6th Edition):
Eckel, T. (2013). Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/225
Chicago Manual of Style (16th Edition):
Eckel, Todd. “Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/225.
MLA Handbook (7th Edition):
Eckel, Todd. “Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness.” 2013. Web. 16 Feb 2019.
Vancouver:
Eckel T. Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/225.
Council of Science Editors:
Eckel T. Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/225
23.
Connelly, Camryn Marie.
Hiring Leaders in Catholic Schools.
Degree: Doctorate in Education, Education, 2014, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/198
► In the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in…
(more)
▼ In the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in the Archdiocese approximately 30 principal vacancies are filled. Many of the Pastors who hire for these vacancies do not have an educational background, nor do they have much experience in hiring practices. With the increase of lay educators leading Catholic schools, not only are competent principals needed, but principals who can be Pastoral, educational, and managerial leaders (Manno, 1985). To increase the probability of hiring strong candidates for the principal vacancies in schools across the Archdiocese of Los Angeles, a hiring protocol is needed to standardize the process, while encouraging collaboration and input from multiple stakeholders.
This case study implemented and evaluated a hiring protocol at one school site within the Archdiocese of Los Angeles. The protocol was designed to help Catholic schools hire qualified principals, and its development was guided by previous research on effective hiring procedures for such positions. The case-study data collected provides insight into the benefits and of using this specialized hiring protocol while also identifying potential changes to further strengthen the protocol. The results of the case study will be shared with the Department of Catholic Schools in the Archdiocese of Los Angeles to provide a framework for a principal hiring protocol that can be used at all school sites.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Karen K. Huchting, Ph.D.,
D.%22%29&pagesize-30">Jill Napier, CSJ, Ed.D..
Subjects/Keywords: Catholic Principals; Hiring Practices; Education; Educational Administration and Supervision; Educational Leadership
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APA (6th Edition):
Connelly, C. M. (2014). Hiring Leaders in Catholic Schools. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/198
Chicago Manual of Style (16th Edition):
Connelly, Camryn Marie. “Hiring Leaders in Catholic Schools.” 2014. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/198.
MLA Handbook (7th Edition):
Connelly, Camryn Marie. “Hiring Leaders in Catholic Schools.” 2014. Web. 16 Feb 2019.
Vancouver:
Connelly CM. Hiring Leaders in Catholic Schools. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2014. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/198.
Council of Science Editors:
Connelly CM. Hiring Leaders in Catholic Schools. [Doctoral Dissertation]. Loyola Marymount University; 2014. Available from: https://digitalcommons.lmu.edu/etd/198
24.
Espinosa, William Robert.
Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives.
Degree: Doctorate in Education, Education, 2009, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/255
► School district leaders use strategic planning as a tool for leading their complex education systems. They may be mandated to prepare a strategic plan…
(more)
▼ School district leaders use strategic planning as a tool for leading their complex education systems. They may be mandated to prepare a strategic plan or they may elect to use the strategic planning process to adapt, focus, and align their education system to improve student achievement. The challenge comes in the confusion around what constitutes an effective strategic planning model. Using models from other sectors such as business are often unsuccessful when they are modified to deal with the diversity of stakeholders, multi-discipline systems, and complexity unique to school district systems. The purpose of this study was to research the practice of using strategic planning in 269 U. S. school districts. A survey using a nine-step strategic planning model as a conceptual framework was designed to determine the use, nonuse, and prevalence of the steps. A content analysis of 78 school district strategic plan documents and the semi-structured interviews of six district superintendents provided qualitative data and narrative to the analysis. The analysis of the data from this mixed methods approach provided insights into strategic planning models in use in school districts and a perspective of their effectiveness from the point-of-view of the superintendent.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Martin T. Connell, S.J., Ph.D.,
D.%22%29&pagesize-30">William E. Lindsey, Ph.D..
Subjects/Keywords: Education; Leadership; Organization; Strategic Planning; Superintendent; System; Curriculum and Instruction; Education; Educational Methods
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Manager
APA (6th Edition):
Espinosa, W. R. (2009). Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/255
Chicago Manual of Style (16th Edition):
Espinosa, William Robert. “Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/255.
MLA Handbook (7th Edition):
Espinosa, William Robert. “Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives.” 2009. Web. 16 Feb 2019.
Vancouver:
Espinosa WR. Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/255.
Council of Science Editors:
Espinosa WR. Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/255
25.
Kim, Jinny Youn.
“If at First You Do Not Succeed:” A Study of Teacher Resiliency in Sixteen Public Urban Elementary Schools.
Degree: Doctorate in Education, Education, 2009, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/249
► Alarming K-12 nationwide teacher attrition statistics have led reform efforts to focus on teacher retention (Olsen & Anderson, 2007), especially in urban schools where…
(more)
▼ Alarming
K-12 nationwide teacher attrition statistics have led reform efforts to focus on teacher retention (Olsen & Anderson, 2007), especially in urban schools where teacher burnout and attrition are high (Darling-Hammond, 1998). It was not until recently, however, that teacher resiliency, a strengths based framework (Henderson & Milstein, 2003), was viewed as an alternate lens of reform in achieving higher teacher retention. This study utilized a Likert survey to quantify if 284 elementary teachers in sixteen, public urban elementary schools in two urban school districts in southern California agree or disagree with the six most significant school factors linked to teacher resiliency. The six school factors known as collegiality/ collaboration, professional development, leadership, shared power, commitment to students, and teacher efficacy were identified by synthesizing the current literature on teacher resiliency and retention. The two most significant predictors of teacher resiliency from the literature, as found by multiple regression analyses, were commitment and values and shared power. This study also investigated whether resilient elementary teachers in urban schools self-reported any additional school factors linked to teacher resiliency, not originally identified in the literature. The significant additional school factors found in this study linked to resiliency were urban school dynamics, intrinsic motivation, and community.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Kristen R. Anguiano, Ph.D.,
D.%22%29&pagesize-30">Brian P. Leung, Ph.D..
Subjects/Keywords: public elementary school; school reform; strengths based framework; teacher resiliency; urban education; Education; Urban Education
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kim, J. Y. (2009). “If at First You Do Not Succeed:” A Study of Teacher Resiliency in Sixteen Public Urban Elementary Schools. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/249
Chicago Manual of Style (16th Edition):
Kim, Jinny Youn. ““If at First You Do Not Succeed:” A Study of Teacher Resiliency in Sixteen Public Urban Elementary Schools.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/249.
MLA Handbook (7th Edition):
Kim, Jinny Youn. ““If at First You Do Not Succeed:” A Study of Teacher Resiliency in Sixteen Public Urban Elementary Schools.” 2009. Web. 16 Feb 2019.
Vancouver:
Kim JY. “If at First You Do Not Succeed:” A Study of Teacher Resiliency in Sixteen Public Urban Elementary Schools. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/249.
Council of Science Editors:
Kim JY. “If at First You Do Not Succeed:” A Study of Teacher Resiliency in Sixteen Public Urban Elementary Schools. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/249
26.
Peralta, Adriane Kayoko.
A Critical Discourse Analysis of the Obama Administration’s Education Speeches.
Degree: Doctorate in Education, Education, 2012, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/241
► This qualitative study examined 45 education speeches presented by President Obama and leaders of the U.S. Department of Education from January 2009 through December…
(more)
▼ This qualitative study examined 45 education speeches presented by President Obama and leaders of the U.S. Department of Education from January 2009 through December 2010. These speeches were interpreted with the use of critical discourse analysis and reviewed through the lens of interest convergence theory. The first aim of the researcher was to uncover the underlying ideologies represented in the Obama Administration’s education speeches. The second objective was to understand how those ideologies impacted the Administration’s proposed reform ideas. Specifically, the researcher was interested in how the underpinning ideologies and proposed solutions affected the education of poor students of color. The researcher found four primary ideologies in the education speeches. First, every speech was coupled with an economic agenda. Second, the speakers displayed great concern over America’s ability to remain a global economic leader. Third, there was an emphasis on the role of education in promoting equal opportunity and a belief in the American Dream. Finally, the speakers showed a deficit‐oriented perception of students of color. The researcher discovered that economic ideologies inspired the Obama Administration’s proposed solutions. As such, the author argues that the Obama Administration utilized interest convergence by focusing on the economic self‐interests of white policymakers. This study concludes with the author’s recommendations for change in the education of poor students of color. The author calls for strategic alliances throughout group identities in order to achieve educational equity.
Advisors/Committee Members: D.%22%29&pagesize-30">Yvette V. Lapayese,
Ph.
D.,
D.%22%29&pagesize-30">Edmundo F. Litton, Ed.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: Critical Discourse Analysis; Critical Race Theory; Education Speeches; Interest Convergence Theory; President Obama; United States Department of Education; Education; Education Policy
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APA (6th Edition):
Peralta, A. K. (2012). A Critical Discourse Analysis of the Obama Administration’s Education Speeches. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/241
Chicago Manual of Style (16th Edition):
Peralta, Adriane Kayoko. “A Critical Discourse Analysis of the Obama Administration’s Education Speeches.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/241.
MLA Handbook (7th Edition):
Peralta, Adriane Kayoko. “A Critical Discourse Analysis of the Obama Administration’s Education Speeches.” 2012. Web. 16 Feb 2019.
Vancouver:
Peralta AK. A Critical Discourse Analysis of the Obama Administration’s Education Speeches. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/241.
Council of Science Editors:
Peralta AK. A Critical Discourse Analysis of the Obama Administration’s Education Speeches. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/241
27.
Foote, Catherine Marie.
College Preparation in a Low-Income, Urban, Public High School: A Case Study.
Degree: Doctorate in Education, Education, 2011, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/267
► College preparation for low-income, urban, minority students is the subject of this ethnographic case study. Previous research indicates that for these students the notion…
(more)
▼ College preparation for low-income, urban, minority students is the subject of this ethnographic case study. Previous research indicates that for these students the notion that college is the next step after high school graduation may be considered unrealistic, especially if parents or other family members lack postsecondary education experiences.
This was a qualitative case study of one comprehensive urban high school located in a predominantly middle to upper class White neighborhood. People residing in this neighborhood were older and the majority no longer had children of high school age. Therefore, over half the student body (70%) were African-American teenagers bused from surrounding low-income, urban areas.
The purpose of the study was to look for evidence of indicators believed necessary to create and foster a college-going culture in a low-income, urban, public high school. The findings suggested that students from lower socioeconomic groups, those with high aspirations, and even those who qualify for college acceptance, often lack the information and support necessary to negotiate the postsecondary application and enrollment processes. Adopting a college-going mission is as much a mentality as it is an objective, and requires active awareness and participation by all stakeholders including students, families, schools, and the community.
Advisors/Committee Members: D.%22%29&pagesize-30">
Mary K.
McCullough,
Ph.
D.,
D.%22%29&pagesize-30">Martin T. Connell, S.J., Ph.D.,
D.%22%29&pagesize-30">Eloise L. Metcalfe, Ph.D..
Subjects/Keywords: case study; college preparation; college preparation; first generation; low income; secondary; college preparation; urban public high school; Education
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APA ·
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APA (6th Edition):
Foote, C. M. (2011). College Preparation in a Low-Income, Urban, Public High School: A Case Study. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/267
Chicago Manual of Style (16th Edition):
Foote, Catherine Marie. “College Preparation in a Low-Income, Urban, Public High School: A Case Study.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/267.
MLA Handbook (7th Edition):
Foote, Catherine Marie. “College Preparation in a Low-Income, Urban, Public High School: A Case Study.” 2011. Web. 16 Feb 2019.
Vancouver:
Foote CM. College Preparation in a Low-Income, Urban, Public High School: A Case Study. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/267.
Council of Science Editors:
Foote CM. College Preparation in a Low-Income, Urban, Public High School: A Case Study. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/267
28.
Gaspar, Antony John Joseph.
The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities.
Degree: Doctorate in Education, Education, 2013, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/223
► This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience…
(more)
▼ This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice.
This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis.
This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis.
The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae’s young adult life.
Advisors/Committee Members: D.%22%29&pagesize-30">Jill P. Bickett, Ed.
D.,
D.%22%29&pagesize-30">Karen K. Huchting, Ph.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: Catholic High School Service; Catholic Social Teachings; Christian Service; Education for Social Justice; Service and Spiritual Enrichment; Education; Educational Leadership
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APA ·
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APA (6th Edition):
Gaspar, A. J. J. (2013). The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/223
Chicago Manual of Style (16th Edition):
Gaspar, Antony John Joseph. “The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/223.
MLA Handbook (7th Edition):
Gaspar, Antony John Joseph. “The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities.” 2013. Web. 16 Feb 2019.
Vancouver:
Gaspar AJJ. The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/223.
Council of Science Editors:
Gaspar AJJ. The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/223
29.
Cuevas, Rodolfo, Jr.
Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School.
Degree: Doctorate in Education, Education, 2013, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/232
► This qualitative study featured two research endeavors. The first was a narrative inquiry of six teachers at Weedpatch Charter School as they understood curricular…
(more)
▼ This qualitative study featured two research endeavors. The first was a narrative inquiry of six teachers at Weedpatch Charter School as they understood curricular and pedagogical decisionmaking. These teachers, along with the Weedpatch Charter School founder, participated in this study soon after the curriculum and instruction decision-making had undergone a democratization effort whereby a top-down administrative approach was replaced by a teacher-led effort. Ironically, WCS school leadership welcomed the latter effort, despite the antiteacher legacy of the charter movement, which has long featured “at will” employment and no collective bargaining. The second component of this study was critical discourse analysis (CDA) of the curricular and pedagogical manuals used at WCS before and after the democratization effort. The findings in this study point to a dialectical set of developments at WCS that made it possible for teachers to move from a period of disillusionment into a period of active teacher agency. Similarly, the document analysis findings point to the need for more nuanced understandings of the ideological underpinnings of charter schools.
Discourse analysis determined that WCS did not necessarily present a classic example of neoliberalism. Given the latter nuance, the manual that the teachers created was counterhegemonic, liberatory, and ultimately contextual and contingent upon that very unique WCS dynamic. As such, the conclusion of this study was that charter leaders could learn from teacher understandings not by being prescriptive but by abiding by what the author has coined contingent collectivism.
Advisors/Committee Members: D.%22%29&pagesize-30">Yvette V. Lapayese,
Ph.
D.,
D.%22%29&pagesize-30">Shane P. Martin, Ph.D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D..
Subjects/Keywords: Counter-Hegemony; Informal Education; Teacher Agency; Teacher Autonomy; Teacher Intellectuals; Education; Educational Leadership; Social and Philosophical Foundations of Education
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APA ·
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APA (6th Edition):
Cuevas, Rodolfo, J. (2013). Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/232
Chicago Manual of Style (16th Edition):
Cuevas, Rodolfo, Jr. “Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/232.
MLA Handbook (7th Edition):
Cuevas, Rodolfo, Jr. “Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School.” 2013. Web. 16 Feb 2019.
Vancouver:
Cuevas, Rodolfo J. Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/232.
Council of Science Editors:
Cuevas, Rodolfo J. Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/232
30.
Niles, Joanna Lynne.
Emergent Readers and Open Court Reading: A Case Study of Second Grade Students in an Urban School.
Degree: Doctorate in Education, Education, 2008, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/560
► Purpose of the Study: The purpose of this study was to determine which instructional strategies addressed the needs of emergent second grade students in…
(more)
▼ Purpose of the Study: The purpose of this study was to determine which instructional strategies addressed the needs of emergent second grade students in a Southern California public elementary school. The participant classrooms in this case study employed daily use of the Open Court Reading Program (OCR). Open Court Reading is a commercially published, highly scripted reading and writing program that utilizes a balanced approach to reading instruction. This study evaluated the effectiveness of Open Court Reading in improving the reading ability of emergent second grade readers in an urban Southern California elementary school.
Procedures: This study employed a case study methodology. Data were collected through teacher interviews, classroom observations, and review of the Open Court Reading benchmark assessments. Interviews with the teachers and observations in their classrooms were used to identify effective teaching strategies for emergent readers. The teacher interviews were used to identify perceptions and attitudes about the Open Court Reading Program as well as strategies used with their students. During the classroom observations, the focus was on the interactions between Open Court Reading and the emergent readers. The scores on the OCR benchmark assessments were used to determine the effectiveness of the teaching strategies.
Findings: The strategies that were identified as effective in addressing the needs of the emergent reader included (1) deviation from the scripted curriculum to individualize the learning, (2) strong classroom management skills, (3) use of graphic organizers and reading response journals, and (4) practice with supplemental material that was either commercial or teacher-made.
Conclusions: Three themes emerged from the data as the keys to addressing the needs of emergent readers: (1) the weaknesses of a one-size-fits-all curriculum, (2) the need for effective organization and classroom management, and (3) the importance of a teacher's passion on classroom effectiveness. The teachers that deviated from the one-size-fits-all curriculum had high percentages of students achieve the benchmark standards on the assessments. In order to implement the one-size-does-not-fit-all curriculum, effective classroom organization and management skills are necessary. Teacher passion for the teaching profession had a profound impact on student achievement.
Advisors/Committee Members: D.%22%29&pagesize-30">Candace Poindexter, Ed.
D.,
D.%22%29&pagesize-30">Mary K. McCullough, Ph.D.,
D.%22%29&pagesize-30">John Wietting, Ph.D..
Subjects/Keywords: Reading (Elementary); Education; Education
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APA ·
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MLA ·
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APA (6th Edition):
Niles, J. L. (2008). Emergent Readers and Open Court Reading: A Case Study of Second Grade Students in an Urban School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/560
Chicago Manual of Style (16th Edition):
Niles, Joanna Lynne. “Emergent Readers and Open Court Reading: A Case Study of Second Grade Students in an Urban School.” 2008. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019.
https://digitalcommons.lmu.edu/etd/560.
MLA Handbook (7th Edition):
Niles, Joanna Lynne. “Emergent Readers and Open Court Reading: A Case Study of Second Grade Students in an Urban School.” 2008. Web. 16 Feb 2019.
Vancouver:
Niles JL. Emergent Readers and Open Court Reading: A Case Study of Second Grade Students in an Urban School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2008. [cited 2019 Feb 16].
Available from: https://digitalcommons.lmu.edu/etd/560.
Council of Science Editors:
Niles JL. Emergent Readers and Open Court Reading: A Case Study of Second Grade Students in an Urban School. [Doctoral Dissertation]. Loyola Marymount University; 2008. Available from: https://digitalcommons.lmu.edu/etd/560
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