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unpacking the contingencies of decentralization, 223-224. New York, New York, Albany.
Miller, R. & Rowan, P. (2007). Organizational strategies for promoting instructional
change: Implementation dynamics in schools working with comprehensive
school reform providers. American Educational Research Journal, 44(2), 252 –
297.
Moessinger, P. (2000). The paradox of social order: Linking psychology and sociology.
New York: Aldine de Gruyter.
No Child Left Behind Act of 2001. (2001). Retrieved February 5, 2010, from http://www. nclb.gov.
Northouse, P.G. (2007). Leadership: theory and practice. Thousand Oaks, CA. Sage Publications.
O'Day, Jennifer. (2002). Complexity, accountability, and school improvement. Harvard
Educational Review. 72 (3) 293-313.
Office for the Protection of Research Subjects, Office of the Provost. (n.d.). Is your project human subjects research? A guide for investigators. University of Southern California.
Ostrom, E. (2005). Understanding Institutional Diversity. New Jersey: Princeton
University Press.
Pintrich, P.R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 4, 667-686.
Resnick, L. & Hall, M. (2005). Principles of learning for effort-based education. Institute for Learning: Learning Research and Development Center, University of Pittsburgh (pp. 20-26).
Santrock, J. W. (2009) Lifespan development, 12th ed. New York: McGraw Hill.
Shiefele, U., Krapp, A. & Winteler, A. (1992) In K.A. Renninger, S. Hidi, & A. Krapp, The role of interest in learning and development (pp. 183-212).
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 88 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 83 unpacking the contingencies of decentralization, 223-224. New York, New York, Albany. Miller, R. & Rowan, P. (2007). Organizational strategies for promoting instructional change: Implementation dynamics in schools working with comprehensive school reform providers. American Educational Research Journal, 44(2), 252 – 297. Moessinger, P. (2000). The paradox of social order: Linking psychology and sociology. New York: Aldine de Gruyter. No Child Left Behind Act of 2001. (2001). Retrieved February 5, 2010, from http://www. nclb.gov. Northouse, P.G. (2007). Leadership: theory and practice. Thousand Oaks, CA. Sage Publications. O'Day, Jennifer. (2002). Complexity, accountability, and school improvement. Harvard Educational Review. 72 (3) 293-313. Office for the Protection of Research Subjects, Office of the Provost. (n.d.). Is your project human subjects research? A guide for investigators. University of Southern California. Ostrom, E. (2005). Understanding Institutional Diversity. New Jersey: Princeton University Press. Pintrich, P.R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 4, 667-686. Resnick, L. & Hall, M. (2005). Principles of learning for effort-based education. Institute for Learning: Learning Research and Development Center, University of Pittsburgh (pp. 20-26). Santrock, J. W. (2009) Lifespan development, 12th ed. New York: McGraw Hill. Shiefele, U., Krapp, A. & Winteler, A. (1992) In K.A. Renninger, S. Hidi, & A. Krapp, The role of interest in learning and development (pp. 183-212). |
