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Sipple, J. W. (2004). Adoption and Adpatation: School District Responses to State
Imposed Learning and Graudation Requirements. Education Evaluation and Policy Analysis , 3 (2), 143-168.
Spillane, J. R. (2000). Cognition and policy implementation: District policy-makers and
the reform of mathematics education. Cognition and Instruction, 18(2), 141-179.
Spillane, J. R. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research , 72 (3), 387-431.
Togneri, W., (2003). Beyond islands of excellence: what districts can do to improve instruction and achievement in all schools. Washington D.C: The Learning First Alliance and the Association for Supervision and Curriculum Development.
Tushnet, N. C. (2004). Longitudinal Assessment of Comprehensive School Reform Program Implementation and Outcomes: First-Year Report. Los Alamitos, CA: WestEd.
Wenger, E. & Snyder, W. (2000). Communities of practice: The organizational frontier. Harvard Business Review (Jan-Feb) 139-145.
Wolf, S., Borko, H., Elliott, R., & Melver, M. (2000). ―That dog won‘t hurt!‖ Exemplary
school change efforts within the Kentucky reform. American Educational
Research Journal, 3(2), 349-393.
Wong, K. K. (2000). Big change questions: Chicago school reform: from centralization to
integrated governance. Journal of Educational Change , 97-105.
Zembylas, M. (2002). Constructing genealogies of teachers‘ emotions in science teaching. Journal of Research in Science Teaching, 39(1), 79-103.
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 89 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 84 Sipple, J. W. (2004). Adoption and Adpatation: School District Responses to State Imposed Learning and Graudation Requirements. Education Evaluation and Policy Analysis , 3 (2), 143-168. Spillane, J. R. (2000). Cognition and policy implementation: District policy-makers and the reform of mathematics education. Cognition and Instruction, 18(2), 141-179. Spillane, J. R. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research , 72 (3), 387-431. Togneri, W., (2003). Beyond islands of excellence: what districts can do to improve instruction and achievement in all schools. Washington D.C: The Learning First Alliance and the Association for Supervision and Curriculum Development. Tushnet, N. C. (2004). Longitudinal Assessment of Comprehensive School Reform Program Implementation and Outcomes: First-Year Report. Los Alamitos, CA: WestEd. Wenger, E. & Snyder, W. (2000). Communities of practice: The organizational frontier. Harvard Business Review (Jan-Feb) 139-145. Wolf, S., Borko, H., Elliott, R., & Melver, M. (2000). ―That dog won‘t hurt!‖ Exemplary school change efforts within the Kentucky reform. American Educational Research Journal, 3(2), 349-393. Wong, K. K. (2000). Big change questions: Chicago school reform: from centralization to integrated governance. Journal of Educational Change , 97-105. Zembylas, M. (2002). Constructing genealogies of teachers‘ emotions in science teaching. Journal of Research in Science Teaching, 39(1), 79-103. |
