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References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Berends, M. B. (2002). Looking Back over the Decade of Whole-School reform: The Experience of New American Schools. The Phi Delta Kappan , 84 (2), 168-175.
Boan, D. (2006). Cognitive-Behavioral Modification and Organizational Culture.
Consulting Psychology Journal, 58(1) 51. Bolman, L. G. and Deal, T. E. (2003) Reframing Organizations: Artistry, Choice and Leadership. San Francisco: Jossey-Bass, 2008.
Borman, G. D. (2009). National Efforts to Bring Reform to Scale in America's High-Poverty Elementary and Secondary Schools: Outcomes and Implications. Washington, D.C.: Center of Education Policy.
Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive
school reform and achievement: A meta-analysis. Review of Educational
Research, 73, 125- 230.
Borko, H., Wolf, S. A., Simone, G. & Uchiyama, K. P. (2003). Schools in Transition:
Reform Efforts and School Capacity in Washington State. Educational
Evaluation and Policy Analysis, 25 (2), 171-201.
Brownell, Mary T., Adams, A., Sindelar, P., & Waldron, N. (2006). Learning From Collaboration: The Role of Teacher Qualities. Exceptional Children, 72 (2), 169-185.
California Department of Education (CDE). Retrieved from http://dq.cde.ca.gov/dataquest on December 1, 2010.
Cambone, J. (1995). Time for teachers in school restructuring. Teachers College Record, 96(3): 511-540.
Camburn, E. R. (2003). Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models. Education Evaluation and Policy Analysis , 25 (4), 347-373.
Cerone, L. & Martinez-Miller, P. (2008). Breaking through to effective teaching: A walkthrough protocol linking student learning and professional practice. Lanham. MD: Rowman & Littlefield Education.
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 85 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 80 References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Berends, M. B. (2002). Looking Back over the Decade of Whole-School reform: The Experience of New American Schools. The Phi Delta Kappan , 84 (2), 168-175. Boan, D. (2006). Cognitive-Behavioral Modification and Organizational Culture. Consulting Psychology Journal, 58(1) 51. Bolman, L. G. and Deal, T. E. (2003) Reframing Organizations: Artistry, Choice and Leadership. San Francisco: Jossey-Bass, 2008. Borman, G. D. (2009). National Efforts to Bring Reform to Scale in America's High-Poverty Elementary and Secondary Schools: Outcomes and Implications. Washington, D.C.: Center of Education Policy. Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125- 230. Borko, H., Wolf, S. A., Simone, G. & Uchiyama, K. P. (2003). Schools in Transition: Reform Efforts and School Capacity in Washington State. Educational Evaluation and Policy Analysis, 25 (2), 171-201. Brownell, Mary T., Adams, A., Sindelar, P., & Waldron, N. (2006). Learning From Collaboration: The Role of Teacher Qualities. Exceptional Children, 72 (2), 169-185. California Department of Education (CDE). Retrieved from http://dq.cde.ca.gov/dataquest on December 1, 2010. Cambone, J. (1995). Time for teachers in school restructuring. Teachers College Record, 96(3): 511-540. Camburn, E. R. (2003). Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models. Education Evaluation and Policy Analysis , 25 (4), 347-373. Cerone, L. & Martinez-Miller, P. (2008). Breaking through to effective teaching: A walkthrough protocol linking student learning and professional practice. Lanham. MD: Rowman & Littlefield Education. |
