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68
Eaker (2006) further describe this model as educators committed to working collaboratively in processes of action research and inquiry in order to produce more effective results.
Styles of leadership have been explored by Bolman and Deal (2003) in their Four-Frame Leadership Model.
- Political Frame: The political frame requires that leaders understand the political climate of their organization. This involves the building and maintaining of coalitions, negotiating, and finding acceptable compromises. This frame must be mastered in climates of resource scarcity or conflict over organizational direction.
- Symbolic Frame: The symbolic frame requires a visionary leadership style that makes the work of individuals personal within the organization. Cause and effect relationships become important and are clearly defined.
- Human Resource Frame: The human resource frame values people and the work they do each day. The focus on people seeks to keep morale high throughout the organization and can be effective during times of relative calm.
- Structural Frame: This frame requires a clear definition of systems and practices throughout the organization. In some ways it can be more bureaucratic, but can be effective when alignment and clarification issues permeate the organization.
In many ways the culture of RUSD lies heavily within the human resource frame as evidenced by their decentralized nature and self efficacious beliefs in the capacity of
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 73 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 68 Eaker (2006) further describe this model as educators committed to working collaboratively in processes of action research and inquiry in order to produce more effective results. Styles of leadership have been explored by Bolman and Deal (2003) in their Four-Frame Leadership Model. - Political Frame: The political frame requires that leaders understand the political climate of their organization. This involves the building and maintaining of coalitions, negotiating, and finding acceptable compromises. This frame must be mastered in climates of resource scarcity or conflict over organizational direction. - Symbolic Frame: The symbolic frame requires a visionary leadership style that makes the work of individuals personal within the organization. Cause and effect relationships become important and are clearly defined. - Human Resource Frame: The human resource frame values people and the work they do each day. The focus on people seeks to keep morale high throughout the organization and can be effective during times of relative calm. - Structural Frame: This frame requires a clear definition of systems and practices throughout the organization. In some ways it can be more bureaucratic, but can be effective when alignment and clarification issues permeate the organization. In many ways the culture of RUSD lies heavily within the human resource frame as evidenced by their decentralized nature and self efficacious beliefs in the capacity of |
