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36
different in their classrooms and then provided the opportunity to assess the results on student learning that brings the teacher, schools, and the district closer to achieving student achievement goals.
Elmore (2000) states that standards-based reform hits at a critical weakness of the existing school district structure which is its inability to account for why certain students master academic content while others do not. He explains that when the core of teaching is buried in the individual decisions of classroom teachers and buffered from external scrutiny, outcomes are the results of mysterious processes that no one understands at the collective district level. Consequently, districts assign causality to whatever the favorite theory suggests: family structures that are unstable, poverty, language barriers, discrimination, lack of ability, television, and the list goes on. Using the walkthrough protocol as a component of the collaborative process in school reform assists individuals, schools, and the district as a whole in identifying what works and why and what does not work and why in a continuous manner that is a critical component to district-wide comprehensive school reform (Corvine & Martinez-Miller, 2008). The inquiry project team examined the District‘s professional development initiatives including collaboration as a component of its comprehensive school reform evaluation.
Leadership
Based on the literary work of Fullan (2007); Elmore (2002; Kanter (2004), and Miller & Rowan (2007), leadership within an organization both at the site- and central office- levels has an effect on the implementation of school reform. These experts
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 41 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 36 different in their classrooms and then provided the opportunity to assess the results on student learning that brings the teacher, schools, and the district closer to achieving student achievement goals. Elmore (2000) states that standards-based reform hits at a critical weakness of the existing school district structure which is its inability to account for why certain students master academic content while others do not. He explains that when the core of teaching is buried in the individual decisions of classroom teachers and buffered from external scrutiny, outcomes are the results of mysterious processes that no one understands at the collective district level. Consequently, districts assign causality to whatever the favorite theory suggests: family structures that are unstable, poverty, language barriers, discrimination, lack of ability, television, and the list goes on. Using the walkthrough protocol as a component of the collaborative process in school reform assists individuals, schools, and the district as a whole in identifying what works and why and what does not work and why in a continuous manner that is a critical component to district-wide comprehensive school reform (Corvine & Martinez-Miller, 2008). The inquiry project team examined the District‘s professional development initiatives including collaboration as a component of its comprehensive school reform evaluation. Leadership Based on the literary work of Fullan (2007); Elmore (2002; Kanter (2004), and Miller & Rowan (2007), leadership within an organization both at the site- and central office- levels has an effect on the implementation of school reform. These experts |
