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51
interviews lasted no more than 10 minutes per interviewee. Interviews were
electronically recorded with the interviewee’s permission and then later transcribed and
coded for further analysis by the project team.
The last interview, the stages of concern, was based on the Concerns-Based
Adoption Model created by Hall and Loucks (Bailey and Palsha, 1992). In the Concerns-
Based Adoption Model, there are seven stages of concern, which focus on “describing the
concerns that professionals may have about an innovation” (Bailey and Palsha, 1992).
The seven stages of concern as given by Bailey and Palsha (1992) are listed in the table
below:
Table 5: Stages of Concern Model
Stage 0 Awareness Professional has little
awareness of the innovation;
not concerned
Stage 1 Informational Primary concern is to know
what the innovation is and does
Stage 2 Personal Professional will want to know
how the innovation affects
them personally
Stage 3 Management Professional focuses on how
the innovation is to be
implemented
Stage 4 Consequences Concerned about whether the
innovation will have a positive
of negative affect
Stage 5 Collaboration Concerned about cooperation
among professionals in
implementing the innovation
Stage 6 Refocusing After evaluating the
innovation, concerns are about
modifying it to make it more
effective or other innovations
As a result of limited time, the project team had to e-mail the questions (See Appendix C)
to teachers from which they received enough responses to gauge the level of concern
about the implementation and efficacy of college-going interventions in their respective
Object Description
| Title | Improving college participation success in Glendale Unified School District: An application of the gap analysis model |
| Author | Cassady, Dawn Marie |
| Author email | Kedwyn@aol.com; cassady@usc.edu |
| 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 | 2011-04-29 |
| Advisor (committee chair) | Marsh, David D. |
| Advisor (committee member) |
Rueda, Robert S. Arias, Robert J. |
| Abstract | From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape. Legislation such as the Elementary and Secondary Education Act and No Child Left Behind as well as publications like A Nation at Risk have all illustrated the lack of access, equity and achievement in American schools for the last fifty years. Currently, the United States has a 69% average high school graduation rate, which varies between subgroups and of those students only 57% continue their education in college.; Glendale Unified School District (GUSD) is a high-performing, large, urban school district that serves an economically and culturally diverse population. This project examined the root causes of the gaps in college going rates for all students as well as those of the underrepresented subgroups by applying the Clark and Estes (2005) gap analysis model. Gaps between goal achievement (college participation) and actual student performance were examined and then research-based solutions for closing the achievement gap and recommendations based on those solutions were recommended to the school district administrative team. |
| Keyword | secondary education; school reform; college access |
| Geographic subject | school districts: Glendale Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1954/2010 |
| 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-m3806 |
| Contributing entity | University of Southern California |
| Rights | Cassady, Dawn Marie |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cassady-4360 |
| Archival file | uscthesesreloadpub_Volume14/etd-Cassady-4360.pdf |
Description
| Title | Page 57 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 51 interviews lasted no more than 10 minutes per interviewee. Interviews were electronically recorded with the interviewee’s permission and then later transcribed and coded for further analysis by the project team. The last interview, the stages of concern, was based on the Concerns-Based Adoption Model created by Hall and Loucks (Bailey and Palsha, 1992). In the Concerns- Based Adoption Model, there are seven stages of concern, which focus on “describing the concerns that professionals may have about an innovation” (Bailey and Palsha, 1992). The seven stages of concern as given by Bailey and Palsha (1992) are listed in the table below: Table 5: Stages of Concern Model Stage 0 Awareness Professional has little awareness of the innovation; not concerned Stage 1 Informational Primary concern is to know what the innovation is and does Stage 2 Personal Professional will want to know how the innovation affects them personally Stage 3 Management Professional focuses on how the innovation is to be implemented Stage 4 Consequences Concerned about whether the innovation will have a positive of negative affect Stage 5 Collaboration Concerned about cooperation among professionals in implementing the innovation Stage 6 Refocusing After evaluating the innovation, concerns are about modifying it to make it more effective or other innovations As a result of limited time, the project team had to e-mail the questions (See Appendix C) to teachers from which they received enough responses to gauge the level of concern about the implementation and efficacy of college-going interventions in their respective |
