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Childress, S., Elmore, R., Grossman, A. (2006). How to Manage Urban School Districts. Harvard Business Review, Nov.
Clark, R. & Estes, F. (2002). Turning research into results: A guide to selecting the right performance solutions. Atlanta, GA: CEP Press.
Coburn, C. (2001). Collective sensemaking about reading: How teachers mediate reading
policy in their professional communities. Educational Evaluation and Policy Analysis, 23 (2), 145-170.
Collins, J. (2001). Good to Great: Why Some Companies make The Leap…and Others Don’t. Harper Business.
Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending reform: From one school to
many. New York: Routledge.
Desimone, L. (2002). How Can Comprehensive School Reform Models Be Successfully Implemented? Review of Educational Research , 72 (3), 433-479.
Dowd, A. (2005). Data don‘t drive: Building a practitioner-driven culture of inquiry to assess community college performance. Lumina Foundation for Education Research Report, University of Massachusetts.
DuFour, R. & Eaker, R. (1998). Professional learning communities at work. Best practices for enhancing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
DuFour, R., DuFour R., & Eaker, R. (2006). Professional learning communities at work
Plan book. Bloomington, IN: Solution Tree.
DuFour, R., DuFour R., Eaker, R., & Karhanek, G. (2010). Raising The Bar and Closing The Gap. Bloomington, IN: Solution Tree.
Elmore, Richard F. (2002). Bridging the gap between standards and achievement.
Albert Shanker Institute. 10-20.
Fullan, M. (2007). The new meaning of educational change. New York, NY: Teachers
College Press.
Gopalakrishnan, S. C. (2010). Embracing the "Gift Story". OD Practitioner , 42 (1), 1-9.
Gordon, T. (2003) A Nation Reformed: American Education 20 Years After A Nation at Risk. Cambridge, MA: Harvard Education Press.
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 86 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 Childress, S., Elmore, R., Grossman, A. (2006). How to Manage Urban School Districts. Harvard Business Review, Nov. Clark, R. & Estes, F. (2002). Turning research into results: A guide to selecting the right performance solutions. Atlanta, GA: CEP Press. Coburn, C. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23 (2), 145-170. Collins, J. (2001). Good to Great: Why Some Companies make The Leap…and Others Don’t. Harper Business. Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending reform: From one school to many. New York: Routledge. Desimone, L. (2002). How Can Comprehensive School Reform Models Be Successfully Implemented? Review of Educational Research , 72 (3), 433-479. Dowd, A. (2005). Data don‘t drive: Building a practitioner-driven culture of inquiry to assess community college performance. Lumina Foundation for Education Research Report, University of Massachusetts. DuFour, R. & Eaker, R. (1998). Professional learning communities at work. Best practices for enhancing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. DuFour, R., DuFour R., & Eaker, R. (2006). Professional learning communities at work Plan book. Bloomington, IN: Solution Tree. DuFour, R., DuFour R., Eaker, R., & Karhanek, G. (2010). Raising The Bar and Closing The Gap. Bloomington, IN: Solution Tree. Elmore, Richard F. (2002). Bridging the gap between standards and achievement. Albert Shanker Institute. 10-20. Fullan, M. (2007). The new meaning of educational change. New York, NY: Teachers College Press. Gopalakrishnan, S. C. (2010). Embracing the "Gift Story". OD Practitioner , 42 (1), 1-9. Gordon, T. (2003) A Nation Reformed: American Education 20 Years After A Nation at Risk. Cambridge, MA: Harvard Education Press. |
