Education Commons^™

Breaking The “At Risk” Code: Deconstructing The Myth And The Label, Kara Christine Allen

LMU/LLS Theses and Dissertations

The term “at risk” is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles that are intended to simplify student understanding and awareness and allow for clear reporting. The purpose of this study was to demythologize the concept of “at risk” by creating the conditions for student voice and critical dialogue to emerge, through the use of narrative inquiry. This research hoped to provide an outlet for young people to find and use their own voices, while finding their own place within their lived histories. The research also aimed to …

Catholic School Leaders’ Perceptions Of Governance Models In Los Angeles Parochial Schools, Kristopher Leo Knowles

LMU/LLS Theses and Dissertations

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 …

Disability And Power: A Charter School Case Study Investigating Grade-Level Retention Of Students With Learning Disabilities, Esther Lorraine Perez

LMU/LLS Theses and Dissertations

Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and …

Implementing Calendar Reform In A Suburban Catholic Elementary School: A Case Study, Catherine Cichocki Muzzy

LMU/LLS Theses and Dissertations

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 …