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24
view the root causes and gaps within the context of the organization and its District-level school reform strategies. Stages of concern interviews informed the awareness, information, personal effects, degree of management of reform, and how it affects those involved (students, staff, etc.).
Analysis of root causes and gaps continued as different levels of stakeholders (administration, teachers, parent, and community) provided information. Again, the interview process was the method of choice in data collection. Triangulation efforts useful in data validation included utilization of existing documentation such as documented implementation of instructional strategies, test scores, etc.
Finally, our team utilized its data collection findings to analyze and identify root causes and gaps that may impact the success of District-level reform strategies and goal attainment and also provide insight into possible challenges. Driven by this data analysis, our team created possible solutions specifically targeting the root causes and gaps and grounded on current research and best practices for the District‘s consideration.
The qualitative approach to data gathering used by the team of researchers, each with an area of expertise (school site administration, District-level staff, and education psychology), served as a powerful tool when combined with the Clark and Estes (2002) gap analysis model to properly diagnose and inform current practice. This approach of data collection also added to the team‘s body of knowledge, identification of possible root causes and solutions to be considered in any school reform strategy implementation with the ultimate goal of increasing student performance.
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 29 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 24 view the root causes and gaps within the context of the organization and its District-level school reform strategies. Stages of concern interviews informed the awareness, information, personal effects, degree of management of reform, and how it affects those involved (students, staff, etc.). Analysis of root causes and gaps continued as different levels of stakeholders (administration, teachers, parent, and community) provided information. Again, the interview process was the method of choice in data collection. Triangulation efforts useful in data validation included utilization of existing documentation such as documented implementation of instructional strategies, test scores, etc. Finally, our team utilized its data collection findings to analyze and identify root causes and gaps that may impact the success of District-level reform strategies and goal attainment and also provide insight into possible challenges. Driven by this data analysis, our team created possible solutions specifically targeting the root causes and gaps and grounded on current research and best practices for the District‘s consideration. The qualitative approach to data gathering used by the team of researchers, each with an area of expertise (school site administration, District-level staff, and education psychology), served as a powerful tool when combined with the Clark and Estes (2002) gap analysis model to properly diagnose and inform current practice. This approach of data collection also added to the team‘s body of knowledge, identification of possible root causes and solutions to be considered in any school reform strategy implementation with the ultimate goal of increasing student performance. |
