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HOW AND WHY DOES A DISTRICT NETWORK SCHOOLS?
by
Teresa Lanphere-Ames
__________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Teresa Lanphere-Ames
Object Description
| Title | How and why does a district network schools? |
| Author | Lanphere-Ames, Teresa |
| Author email | lanphere@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-05-01 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-24 |
| Advisor (committee chair) | Datnow, Amanda |
| Advisor (committee member) |
Henscke, Guilbert Wohlstetter, Priscilla |
| Abstract | Schools and districts continue to struggle with reform efforts that are difficult to implement and hard to sustain. Based on increasing demands from NCLB the need to address the achievement gap systematically at a district-wide level versus just school by school is becoming increasingly necessary. The primary purpose of this study was to examine how and why a district deliberately uses networking to build capacity system-wide for large scale educational reform to improve instruction and student achievement.; This study employed a qualitative single case study design focused on one K-12 unified district organization as a whole unit of study to allow for in depth understanding of the processes involved with networking practices. The criteria for sample selection was based on the desire to locate and study a district that was actively employing practices to build lateral capacity district-wide by bringing people together in a "networking" process to achieve their goals. A total of 26 interviews were conducted with administrators and teachers from all schools and levels across the district.; This study examined how one K-12 district has implemented changes in their organizational design and governance structure to develop and implement their own intra-district networks between schools district-wide. The study also identified formal and informal structures, and features that supported and facilitated networking practices and outcomes for teachers, students, and the culture of the district.; A number of significant findings and new insights were gathered from this research on networking. These include the role of leadership, structures that facilitate networking, and district-wide outcomes. The role of the leadership taken by the superintendent was identified as a major influence and catalyst in the development and sustaining of practices to facilitate networking in the district. Another significant finding revealed that changes in the organizational structure and design of the district help to facilitate networking practices district-wide. In addition, networking has provided a number of positive outcomes related to teachers, students, and the overall culture of the district. |
| Keyword | networking; lateral capacity building; collaboration |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1394 |
| Rights | Lanphere-Ames, Teresa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-LanphereAmes-20080724 |
| Archival file | uscthesesreloadpub_Volume17/etd-LanphereAmes-20080724.pdf |
Description
| Title | Page 1 |
| Full text | HOW AND WHY DOES A DISTRICT NETWORK SCHOOLS? by Teresa Lanphere-Ames __________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Teresa Lanphere-Ames |
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