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Urban STEM Successes in the Bronx: Moving Away from the Deficit Model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Urban STEM Successes in the Bronx: Moving Away from the Deficit Model./
作者:	Gouraige, Judith Margaret.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	165 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995805
ISBN:	9798664725759

Urban STEM Successes in the Bronx: Moving Away from the Deficit Model.
Gouraige, Judith Margaret.

Urban STEM Successes in the Bronx: Moving Away from the Deficit Model. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 165 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--State University of New York at Stony Brook, 2020.

This item must not be sold to any third party vendors.

In this study, deficit model expectations were turned around by examining the practices of four urban high schools in the Bronx, New York City that had a STEM (science, technology, engineering and math) focus and had unexpected levels of student achievement. These schools also had the least selective entrance requirements as described by NYC High School Handbook. The research explored their educational philosophy and practical operational decisions as a guide for improving student's achievement in an urban setting. Using a multiple case study method, the research looked at the beliefs and decisions made by principals, the experiences of teachers and student support personnel in four Bronx high schools. The purpose was to identify patterns and common themes that existed around creating and selecting school coursework and curriculum, hiring and developing teachers and support personnel and organizing, scheduling and supporting students in their courses. The schools in this study were selected from the 78 least selective admission high schools in the Bronx (zoned, open or Ed. Opt.). The schools had the attributes and achievement levels that far surpassed their cohort schools. They were identified by evaluating their descriptive statistics, such as graduation rate, levels and numbers of science and math courses offered and New York State regent's exam results. Qualitative data was obtained by interviewing three staff members in each school using similar but not identical sets of questions and probes. The interview transcripts were coded for common themes and analyzed both individually and across schools.The major findings that emerged from data analysis and that can be applied to the goal of increasing student achievement are: 1) the importance of a leader that creates an inclusive school culture with high expectations for all, 2) the support and development of quality teachers has the most direct impact on student achievement, and 3) being student centered, meeting students where they are with support, especially in ninth grade led to the unusual success of these schools. The findings correlated with the related research in the areas of transformational leadership, school culture, teacher quality and retention and student centered programs and interventions were keys to school success. Ninth grade was indicted as a key transitions time for urban students. High school orientations and other ongoing support programs as well as a balance between academic press and emotional care are important factors in improving student achievement.

ISBN: 9798664725759Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Academic press

Urban STEM Successes in the Bronx: Moving Away from the Deficit Model.
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