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Educational Resource Allocation at the Elementary Level: A Case Study of One Elementary School District in California.

机译：小学教育资源分配：以加利福尼亚州一个小学区为例。

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摘要

The purpose of this study was to examine the dispersion of human capital resources within one school district in southern California and compare the use of personnel at each school to the desired allocation informed by the district's strategies and staffing formula. The district's resource distribution was also compared to that of the Evidence Based Model (EBM) to determine how the district spent its funding in relation to the research-based recommendations from the EBM. Gaps between the district's allocation and the recommendation of the EBM were unveiled. Causes for these gaps were determined and suggestions on the reallocation of human resources that align with strategies proven to raise student achievement were presented.;The following four questions were addressed by the study: 1. What research based human resource allocation strategies improve student achievement? 2. How are human resources allocated across Washington School District and its schools? 3. Is there a gap between current human resource allocation practices and what the research suggests is most effective? 4. How can human resources be strategically re-allocated to align with strategies that improve student achievement?;A mixed methods approach with a primacy on qualitative data was used to collect data for this study. Quantitative data on the resource allocation of the sample school district was gathered. Qualitative data on the district's instructional vision, improvement plan, and professional development plan were collected. Triangulation of the interviews, the district's resource allocation, and its philosophy was conducted to determine the congruency among how the district is allocating their resources, how they perceive they are allocating their resources, and how they want to allocate their resources.;The Evidence-Based Model provides a framework for the allocation of human resources that has been proven by research to increase student achievement. This study's findings suggest that schools in Southern California do not have the financial resources available to allocate personnel to the recommendations of the Evidence-Based Model. Districts in California can use this framework to identify areas of excess and strategically reallocate resources so that it can more closely emulate the recommendation of the EBM and increase student achievement.
机译：这项研究的目的是检查南加州一个学区中人力资本资源的分散情况，并将每所学校的人员使用情况与该学区的策略和人员配置公式所要求的分配进行比较。还将该地区的资源分配与基于证据的模型（EBM）进行了比较，以确定该地区如何根据EBM的基于研究的建议来花费其资金。揭露了该地区的分配与EBM的建议之间的差距。确定了造成这些差距的原因，并提出了与经证明可提高学生成绩的策略相一致的人力资源重新配置建议。；研究解决了以下四个问题：1.哪些基于研究的人力资源分配策略可以提高学生成绩？ 2.如何在华盛顿学区及其学校中分配人力资源？ 3.当前的人力资源分配实践与研究表明最有效的方法之间是否存在差距？ 4.如何从战略上重新分配人力资源，以与提高学生成绩的策略保持一致？；本研究使用定性数据为主的混合方法方法来收集数据。收集了有关样本学区资源分配的定量数据。收集了有关学区教学愿景，改进计划和专业发展计划的定性数据。进行了访谈的三角剖分，学区的资源分配及其理念，以确定学区如何分配他们的资源，他们如何看待他们在分配资源以及他们想如何分配他们的资源之间的一致性。基于模型的模型提供了人力资源分配的框架，该框架已通过研究证明可以提高学生的学习成绩。这项研究的发现表明，南加州的学校没有财力来分配人员以循证模型的建议。加利福尼亚州的各地区可以使用此框架来识别多余的区域并从战略上重新分配资源，以便它可以更紧密地效仿EBM的建议并提高学生的成绩。

著录项

  • 作者

    Nguyen, Dominic.;

  • 作者单位

    University of Southern California.;

  • 授予单位 University of Southern California.;
  • 学科 Education Administration.;Education Elementary.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 109 p.
  • 总页数 109
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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