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perform the tasks required for success in improving student performance. Motivational theories served as tools to understanding how different motivational components interact when goal achievement is the expected outcome. Constructs such as self-efficacy, beliefs, interests, expectations, and values help guide the analysis of root causes in this area and can be useful in addressing potential solutions. In thinking about motivational factors, other questions surfaced for further literature search specifically related to district-level reform strategies and goals: 1) what are the beliefs of the stakeholders regarding the new strategies? and 2) Do teachers, parents, students, administrator and district staff ―buy-in‖ to the new reforms and are they motivated to persist and put forth the needed effort to accomplish the goal in a milieu of standard-based reforms, statewide assessment, along with a myriad of other demands? How key stakeholders react to school reform and identifying what their beliefs are about student abilities, their own abilities and the effectiveness of the ―new‖ mandates all affect goal attainment and ultimately student achievement.
Within all of the root causes mentioned above, goal setting; knowledge and skills; organizational culture; and motivational factors are barriers which districts have had to face in efforts to implement district-level school reform. Studies describing other districts‘ attempts at comprehensive school reform implementation were valuable resources used to identify the possible challenges and root causes of the gaps identified by districts. In doing so, examination of various components incorporated in CSR programs informed current practices in addressing implementation gaps in the Rowland Unified School District.
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 24 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 19 perform the tasks required for success in improving student performance. Motivational theories served as tools to understanding how different motivational components interact when goal achievement is the expected outcome. Constructs such as self-efficacy, beliefs, interests, expectations, and values help guide the analysis of root causes in this area and can be useful in addressing potential solutions. In thinking about motivational factors, other questions surfaced for further literature search specifically related to district-level reform strategies and goals: 1) what are the beliefs of the stakeholders regarding the new strategies? and 2) Do teachers, parents, students, administrator and district staff ―buy-in‖ to the new reforms and are they motivated to persist and put forth the needed effort to accomplish the goal in a milieu of standard-based reforms, statewide assessment, along with a myriad of other demands? How key stakeholders react to school reform and identifying what their beliefs are about student abilities, their own abilities and the effectiveness of the ―new‖ mandates all affect goal attainment and ultimately student achievement. Within all of the root causes mentioned above, goal setting; knowledge and skills; organizational culture; and motivational factors are barriers which districts have had to face in efforts to implement district-level school reform. Studies describing other districts‘ attempts at comprehensive school reform implementation were valuable resources used to identify the possible challenges and root causes of the gaps identified by districts. In doing so, examination of various components incorporated in CSR programs informed current practices in addressing implementation gaps in the Rowland Unified School District. |
