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A Case Study of Academic Growth in Schools for the Deaf: The Convergence of Educational Policy and Organizational Theory.

机译：聋校学业成长的个案研究：教育政策与组织理论的融合。

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摘要

In this age of educational accountability, public schools are presumed to have the innate organizational capability to meet academic achievement benchmarks. Fair or not, this presumption also extends to schools serving students who are deaf, a population whose academic achievement continues to be unsatisfactory. This dissertation investigated how schools for the deaf have organized to achieve academic growth, which is generally defined as the measure of a student's progress between two or more points in time. Three schools for the deaf that demonstrated the most evident academic growth were selected through a purposive sampling of a computer-based adaptive assessment that represented 28 schools for the deaf. Interview data were collected from the three schools using semi-structured protocols that were then analyzed using the constant comparative method. The following organizational actions were taken by these schools: (1) owning the national problem of unsatisfactory academic achievement of students who are deaf, (2) responding to the problem with an academic growth model, (3) striving for academic growth through data-driven engagement among teachers and students and (4) shifting internal resources to support academic growth. Emergent patterns of goals, data and growth each reinforced and then expanded the guiding framework of this dissertation, routinized action theory. This dissertation may provide a template for schools for the deaf and any other schools operating in a turbulent policy environment to organize toward a more satisfactory student academic achievement.
机译：在这个教育问责制时代，公立学校被认为具有满足学术成就基准的先天组织能力。不论是否公平，这种推论也适用于为聋哑学生服务的学校，聋哑学生的学业成绩仍然不尽人意。本文研究了聋人学校如何组织以实现学业发展，这通常被定义为学生在两个或多个时间点之间进步的量度。通过对代表28所聋哑学校的基于计算机的适应性评估进行有针对性的抽样，选择了三所表现最明显的聋哑学校。使用半结构化协议从三所学校收集访谈数据，然后使用恒定比较方法对其进行分析。这些学校采取了以下组织行动：（1）拥有聋人学生的学术成绩不理想的国家问题；（2）以学术增长模型应对这一问题；（3）通过数据努力实现学术增长推动师生之间的互动，以及（4）转移内部资源以支持学术发展。目标，数据和增长的新兴模式都强化并扩展了本文的指导框架，即常规行动理论。本论文可以为聋哑学校和在动荡的政策环境下运作的任何其他学校提供一个模板，以组织起来获得更令人满意的学生学习成绩。

著录项

  • 作者

    Virnig, Sean M.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Education Administration.;Sociology Organization Theory.;Education Policy.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 95 p.
  • 总页数 95
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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