Page 22 |
Save page Remove page | Previous | 22 of 126 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
17
interrelate with other major factors within the District such as organizational culture, knowledge and skills, and motivation issues.
Next, the skill and knowledge factor must be addressed. Clark and Estes (2002) incorporate an evaluation of whether those expected to perform a task have the required skills and knowledge necessary to complete that task. According to Clark and Estes (2002), knowledge gaps are best addressed with four knowledge enhancements: information, job aids, training, and education. Information enhancements provide the most basic level of information or facts a person needs to perform a task. Literature relevant to learning theories provided a lens through which assessment of root causes in this area are grounded and systematic research-based evaluation can take place in the process of assisting districts in the improvement efforts. As an example, socio-cognitive theory can reveal how different types of knowledge are required to meet various tasks and describes how a mismatch in the types of knowledge acquired and that required by the task itself can produce unwanted outcomes, especially when district-level reform involves curriculum, instruction, and use of professional development and training that are not based on clearly delineated data-driven performance goals.
An inventory of current knowledge and skills becomes vital in addressing any gaps in this area through professional development and can be a tool for ensuring the effective implementation of District-level reform strategies. Literature related to the effective implementation of professional development programs and challenges to such implementation provided powerful information as a starting point to this investigation.
Object Description
| Title | Comprehensive school reform: Effective implementation |
| Author | Hasson, Monalisa |
| Author email | hasson62@sbcglobal.net; monalish@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rueda, Robert S. |
| Advisor (committee member) |
Marsh, David D. Escalante, Michael F. |
| Abstract | Over the last decade, districts throughout the nation have been challenged with the goal of improving student achievement with the ultimate target of attaining 100% proficiency in the core subject areas across all student subgroups. This is an ambitious endeavor that most would agree should be the ultimate goal regardless of socioeconomic status, primary language, or ethnicity of the students which a district serves. The dilemma schools face is in the implementation of comprehensive school reforms that will move districts toward this goal.; This inquiry-based project investigated the Rowland Unified School District through a collaborative model of research using the gap analysis method developed by Clark and Estes (2002) to identify possible barriers to full and effective implementation of comprehensive reform efforts in the District. The body of literature identified components or elements of effective implementation. The research team used this literature research to inform the study of the District, the research team’s findings, conclusions, and possible solutions. |
| Keyword | comprehensive school reform; program improvement; goal alignment; decentralization; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| 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-m3758 |
| Contributing entity | University of Southern California |
| Rights | Hasson, Monalisa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Hasson-4529 |
| Archival file | uscthesesreloadpub_Volume62/etd-Hasson-4529.pdf |
Description
| Title | Page 22 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 17 interrelate with other major factors within the District such as organizational culture, knowledge and skills, and motivation issues. Next, the skill and knowledge factor must be addressed. Clark and Estes (2002) incorporate an evaluation of whether those expected to perform a task have the required skills and knowledge necessary to complete that task. According to Clark and Estes (2002), knowledge gaps are best addressed with four knowledge enhancements: information, job aids, training, and education. Information enhancements provide the most basic level of information or facts a person needs to perform a task. Literature relevant to learning theories provided a lens through which assessment of root causes in this area are grounded and systematic research-based evaluation can take place in the process of assisting districts in the improvement efforts. As an example, socio-cognitive theory can reveal how different types of knowledge are required to meet various tasks and describes how a mismatch in the types of knowledge acquired and that required by the task itself can produce unwanted outcomes, especially when district-level reform involves curriculum, instruction, and use of professional development and training that are not based on clearly delineated data-driven performance goals. An inventory of current knowledge and skills becomes vital in addressing any gaps in this area through professional development and can be a tool for ensuring the effective implementation of District-level reform strategies. Literature related to the effective implementation of professional development programs and challenges to such implementation provided powerful information as a starting point to this investigation. |
