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stages in the reform implementation efforts and how these efforts were perceived and the feelings associated with this process. Month-long interviews focused on identifying the interviewees‘ goals for the month (in this case April), the strategies that were used, and the extent of success achieved. Strategic plans and organizational charts, provided earlier, assisted the team in understanding how District structures support or hinder reform efforts. Finally, the District meetings informed the research team on the integration and role relationship between and within the various groups. The team used these methods concurrently to triangulate information provided from all sources, such as Ball questionnaires and observations, to gain a richer understanding of possible root causes.
Once our research was completed, our team presented a summary of the findings to the District Executive Cabinet in a collaborative manner to gain perspective on how the District personnel conceptualized the possible gaps found by our team of researchers. The information gathered at this meeting became the foundation for prioritizing and tailoring proposed solutions to the gaps that were found in a way that could be practical and useful for the District and would have the best likelihood of being implemented within the work already in progress to strengthen overall District school reform efforts.
Following this initial meeting, a summary of the proposed research-based solutions (Appendix G) was again presented to the Executive Cabinet members and the Ball Foundation liaison for consideration along with a comprehensive report of the team‘s findings (Appendix H). These solutions were tailored to fine-tune the work already in progress while at the same time the solutions were focused and tied to the
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 53 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 48 stages in the reform implementation efforts and how these efforts were perceived and the feelings associated with this process. Month-long interviews focused on identifying the interviewees‘ goals for the month (in this case April), the strategies that were used, and the extent of success achieved. Strategic plans and organizational charts, provided earlier, assisted the team in understanding how District structures support or hinder reform efforts. Finally, the District meetings informed the research team on the integration and role relationship between and within the various groups. The team used these methods concurrently to triangulate information provided from all sources, such as Ball questionnaires and observations, to gain a richer understanding of possible root causes. Once our research was completed, our team presented a summary of the findings to the District Executive Cabinet in a collaborative manner to gain perspective on how the District personnel conceptualized the possible gaps found by our team of researchers. The information gathered at this meeting became the foundation for prioritizing and tailoring proposed solutions to the gaps that were found in a way that could be practical and useful for the District and would have the best likelihood of being implemented within the work already in progress to strengthen overall District school reform efforts. Following this initial meeting, a summary of the proposed research-based solutions (Appendix G) was again presented to the Executive Cabinet members and the Ball Foundation liaison for consideration along with a comprehensive report of the team‘s findings (Appendix H). These solutions were tailored to fine-tune the work already in progress while at the same time the solutions were focused and tied to the |
