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55
little direction from the central office. In meetings, ―often the person with the loudest voice won the argument‖ (personal contact Ball Foundation). Numerous interview subjects pointed to a lack consistency in direction from school to school. Ball and upper-level management agreed that RUSD was moving toward a democratized sense of leadership throughout the District and away from a laissez-faire atmosphere.
Communities of Practice (COP) are a communication strategy brought by Ball and used in its work with RUSD. In theory, COPs may be formed by any member in the District and may include any level or number of people within the District. COPs are formed by people that have a similar interests or goals and meet periodically to discuss or take action toward the group‘s goal. COPs need not be instructionally or educationally-based. Interviews evidenced the creation of numerous non-work related COPs that met periodically to pursue recreational interests. When this practice was brought to Ball foundation representatives‘ attention they seemed to believe this was an important part of the process. When asked how many COPs were operating within the District, no respondents could give an accurate count. When asked how COPs benefit students, some respondents felt that the COP model opened lines of communication for sharing educational practices.
Collaboration time within RUSD has been almost exclusively funded by Ball. Upper level management, via interviews, has made it very clear that they do not know how they will continue to fund the collaboration and professional development time once the Ball Foundation funding ends. While observing a day-long staff development culminating activity between RUSD and Ball it seemed hard to determine who was
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 60 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 55 little direction from the central office. In meetings, ―often the person with the loudest voice won the argument‖ (personal contact Ball Foundation). Numerous interview subjects pointed to a lack consistency in direction from school to school. Ball and upper-level management agreed that RUSD was moving toward a democratized sense of leadership throughout the District and away from a laissez-faire atmosphere. Communities of Practice (COP) are a communication strategy brought by Ball and used in its work with RUSD. In theory, COPs may be formed by any member in the District and may include any level or number of people within the District. COPs are formed by people that have a similar interests or goals and meet periodically to discuss or take action toward the group‘s goal. COPs need not be instructionally or educationally-based. Interviews evidenced the creation of numerous non-work related COPs that met periodically to pursue recreational interests. When this practice was brought to Ball foundation representatives‘ attention they seemed to believe this was an important part of the process. When asked how many COPs were operating within the District, no respondents could give an accurate count. When asked how COPs benefit students, some respondents felt that the COP model opened lines of communication for sharing educational practices. Collaboration time within RUSD has been almost exclusively funded by Ball. Upper level management, via interviews, has made it very clear that they do not know how they will continue to fund the collaboration and professional development time once the Ball Foundation funding ends. While observing a day-long staff development culminating activity between RUSD and Ball it seemed hard to determine who was |
