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首页> 外文学位 >An application of Clark and Estes' (2002) Gap Analysis Model: Closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities.
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An application of Clark and Estes' (2002) Gap Analysis Model: Closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities.

机译：Clark and Estes（2002）的差距分析模型的一个应用：缩小知识，动力和组织差距，这些差距阻止了Glendale Unified学区的学生进入四年制大学。

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摘要

This alternative capstone project examined and analyzed the four-year college access and participation problem in Glendale Unified School District (GUSD) through Clark and Estes' (2002) Gap Analysis Model. A three-member team of USC doctoral students assisted GUSD-- an urban-fringe school district in north Los Angeles-- by using the Gap Analysis process to unearth the root causes to the four-year college participation gap. Clark and Estes (2002) assert that gaps in performance are caused by three distinct factors: lack of knowledge and/or skills; lack of motivation; and, organizational/cultural barriers.;Our project team was brought in by GUSD to serve as a consultative/assistance team in helping the school district better understand and analyze the root causes that prevented certain student subgroups from entering four-year universities. The project team conducted extensive interviews to determine the root causes of GUSD's four-year college participation gap and organized our findings into three emergent themes: a lack of explicit goals; persistent barriers for specific minority students; and, systems that prevent students from maximizing the two-year to four-year college transfer pathway. In addition, research-based solutions to close respective gaps were identified. The solutions centered around the creation and communication of explicit goals regarding four-year colleges; increasing the overall number of four-year eligible students and providing strategic intervention for underrepresented minority students; and, maximizing the success rate of community college to four-year university transfer students. The findings, along with solutions for effective change, were presented to the GUSD Superintendent of Schools and his Cabinet.
机译：这个替代性的顶峰项目通过Clark和Estes（2002）的差距分析模型对格伦代尔统一学区（GUSD）的四年制大学入学和参与问题进行了分析，并对此进行了分析。南加州大学博士研究生的三人小组通过Gap Analysis程序发现了四年大学参与差距的根本原因，从而为GUSD（位于洛杉矶北部的城市边缘学区）提供了帮助。 Clark and Estes（2002）断言，绩效差距是由三个不同的因素造成的：缺乏知识和/或技能；缺乏动力； GUSD引入了我们的项目团队，以作为咨询/援助团队来帮助学区更好地理解和分析阻止某些学生小组进入四年制大学的根本原因。项目团队进行了广泛的访谈，以确定GUSD四年大学参与差距的根本原因，并将我们的发现归纳为三个新出现的主题：缺乏明确的目标；特定少数民族学生的持久障碍；以及防止学生最大化两年到四年大学转学途径的系统。此外，还确定了基于研究的解决方案，以缩小各自的差距。解决方案的重点是关于四年制大学的明确目标的创建和交流；增加四年制合格学生的总数，并为代表性不足的少数民族学生提供战略干预；并最大程度地提高社区学院对四年制大学转学生的成功率。调查结果以及有效变更的解决方案已提交给GUSD学校负责人及其内阁。

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  • 作者

    Kim, Danny Young.;

  • 作者单位

    University of Southern California.;

  • 授予单位 University of Southern California.;
  • 学科 Education Leadership.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 195 p.
  • 总页数 195
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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