Page 49 |
Save page Remove page | Previous | 49 of 126 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
44
pulled in too many directions and both the thought and work processes becomes fragmented (p. 44).
Organizational barriers can be created when there is no goal alignment or policies and other driving documents including collective bargaining agreements, local educational agency plans, strategic plans, performance evaluation tools, and governance priorities are not aligned. Often when knowledge and skill, and motivation barriers are ruled out as causes of performance gaps, some form of organizational barrier is the reason. This could be a lack of human or financial capital, flow of communication, or as mentioned earlier a lack of alignment between global goals and performance goals or goals that are aligned but are not concrete, challenging, or current.
Evaluating these three factors was the focus of this study using the processes defined through the Clark & Estes (2002) model for gap analysis. The artifacts gathered during the inquiry project process and the interviews that were conducted all led to the conclusions that will be discussed in chapter three.
Methodology
Authored by: Gilda Dixon, Brent Forsee, and Monalisa Hasson
Inquiry
Through collaborative efforts, Rowland Unified School District was chosen for this project based on, among other criteria, their innovative District-level reform strategies and commitment to reform with the goal or transforming teaching and learning in the face of serious budgetary constraints (Gopalankrishna, 2010). In creating this partnership, the focus of our evaluation at Rowland Unified School District was centered
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 49 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 44 pulled in too many directions and both the thought and work processes becomes fragmented (p. 44). Organizational barriers can be created when there is no goal alignment or policies and other driving documents including collective bargaining agreements, local educational agency plans, strategic plans, performance evaluation tools, and governance priorities are not aligned. Often when knowledge and skill, and motivation barriers are ruled out as causes of performance gaps, some form of organizational barrier is the reason. This could be a lack of human or financial capital, flow of communication, or as mentioned earlier a lack of alignment between global goals and performance goals or goals that are aligned but are not concrete, challenging, or current. Evaluating these three factors was the focus of this study using the processes defined through the Clark & Estes (2002) model for gap analysis. The artifacts gathered during the inquiry project process and the interviews that were conducted all led to the conclusions that will be discussed in chapter three. Methodology Authored by: Gilda Dixon, Brent Forsee, and Monalisa Hasson Inquiry Through collaborative efforts, Rowland Unified School District was chosen for this project based on, among other criteria, their innovative District-level reform strategies and commitment to reform with the goal or transforming teaching and learning in the face of serious budgetary constraints (Gopalankrishna, 2010). In creating this partnership, the focus of our evaluation at Rowland Unified School District was centered |
