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28
(p. 11). He indicates that the strategies needed have a ―bias for action‖ and seek this by reconciling and combining top-down and bottom-up forces for change which results in strategy capacity building with a focus on results (Fullan, 2005, 2006; Fullan, Hill, & Crevola, 2006). A similar dilemma was present in the Rowland Unified School District and this dilemma was a focus of the investigation into its comprehensive reform implementation efforts.
Based on his research of comprehensive research over a six year period, Fullan (2007) has concluded that there are ten essential elements of successful change that do not choose between tightness and looseness but incorporate both (p. 28). The ten essential factors he cites are listed below.
1. Organizations must define closing the achievement gap as the overarching goal. This becomes the common organizational goal that is clearly defined. For effective reform, it is not a matter of being simply aware of the goal, but working diligently day in and day out, monitoring progress, and taking corrective action on the non-negotiables. Clark and Estes (2002) also indicate that establishing a global goal is essential to the implementation of organizational performance improvement.
2. Reform efforts must initially address the three basics which he defines as math, literacy, and the social and emotional needs of students. Establishing a targeted focus in these areas which research has proven to narrow the achievement gap and is directly linked to the overarching goals and is instrumental in meeting
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 33 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 28 (p. 11). He indicates that the strategies needed have a ―bias for action‖ and seek this by reconciling and combining top-down and bottom-up forces for change which results in strategy capacity building with a focus on results (Fullan, 2005, 2006; Fullan, Hill, & Crevola, 2006). A similar dilemma was present in the Rowland Unified School District and this dilemma was a focus of the investigation into its comprehensive reform implementation efforts. Based on his research of comprehensive research over a six year period, Fullan (2007) has concluded that there are ten essential elements of successful change that do not choose between tightness and looseness but incorporate both (p. 28). The ten essential factors he cites are listed below. 1. Organizations must define closing the achievement gap as the overarching goal. This becomes the common organizational goal that is clearly defined. For effective reform, it is not a matter of being simply aware of the goal, but working diligently day in and day out, monitoring progress, and taking corrective action on the non-negotiables. Clark and Estes (2002) also indicate that establishing a global goal is essential to the implementation of organizational performance improvement. 2. Reform efforts must initially address the three basics which he defines as math, literacy, and the social and emotional needs of students. Establishing a targeted focus in these areas which research has proven to narrow the achievement gap and is directly linked to the overarching goals and is instrumental in meeting |
