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AN ALTERNATIVE CAPSTONE PROJECT:
GAP ANALYSIS OF DISTRICTWIDE REFORM IMPLEMENTATION OF
FOCUS ON RESULTS
by
Rosemary Santos Aguilar
__________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Rosemary Santos Aguilar
Object Description
| Title | An alternative capstone project: gap analysis of districtwide reform implementation of Focus on Results |
| Author | Aguilar, Rosemary Santos |
| Author email | rosemars@usc.edu; raguilar@rowland.k12.ca.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-13 |
| Advisor (committee chair) | Marsh, David D. |
| Advisor (committee member) |
Rueda, Robert S. Arias, Robert J. |
| Abstract | An inquiry team of three doctoral candidates critically examined the implementation process of the Focus on Results (FoR) reform initiative in GUSD. The Rossier School of Education at the University of Southern California (USC) and the Glendale Unified School District (GUSD) collaborated in this alternative capstone inquiry project.; The Clark and Estes (2002) gap analysis model was used to determine: 1) the degree of FoR implementation districtwide; 2) the identification of performance gaps in the implementation; and 3) the identification of the root causes of the performance gaps.; The data used in this process was obtained through interviews, observations, and document analysis. The data was analyzed, quantified, and classified through the gap analysis to identify the performance gaps in the implementation of FoR.; This inquiry analysis identified that the district had a multi-year comprehensive implementation plan designed to build the capacity at all levels of the organization to sustain the reform effort. We found that the plan had established a good foundation from which the district could deepen the implementation process.; The issues uncovered by the gap analysis process included a misalignment of the organizational goal structure, gaps in the knowledge/skill capacity of individuals across different district role groups, and the need to deepen the implementation and delineate a sustainability plan. In an effort to sustain the reform initiative, research-based solutions addressing these three specific areas were proposed to GUSD to strengthen the foundation of their implementation. |
| Keyword | district; reform; education; implemenation; gap analysis; leadership; Focus on Results |
| Geographic subject | school districts: Glendale Unified School District |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2010/2011 |
| 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 |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3740 |
| Contributing entity | University of Southern California |
| Rights | Aguilar, Rosemary Santos |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Aguilar-4366 |
| Archival file | uscthesesreloadpub_Volume29/etd-Aguilar-4366.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | AN ALTERNATIVE CAPSTONE PROJECT: GAP ANALYSIS OF DISTRICTWIDE REFORM IMPLEMENTATION OF FOCUS ON RESULTS by Rosemary Santos Aguilar __________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2011 Copyright 2011 Rosemary Santos Aguilar |
