Literaturnachweis - Detailanzeige
| Autor/in | Berry, Christopher L. |
|---|---|
| Titel | A Case Study to Determine the Alignment of Practices Used by the Regional Education Agency and Chronically Low Performing Schools for Sustainable Improvement |
| Quelle | (2018), (170 Seiten)
PDF als Volltext Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4380-7176-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Case Studies; School Effectiveness; Low Achievement; School Turnaround; Models; Intervention; Alignment (Education); Elementary Schools; Agencies; Regional Cooperation; Educational Improvement; New York |
| Abstract | The state government uses turnaround models to improve chronically low-performing schools. The effectiveness of this intervention is not yet known. There was a need for research to identify the extent to which state regional education agencies and the school units they served aligned school structures and systems health to create a model for improvement. This ethnographic, phenomenological case study examined the alignment between school structures (instruction, organization, governance, and accountability) from Smith's (1990) advocacy design center model with systems health (personal mastery, mental models, shared vision, team learning, and systems thinking) from Senge's (1990) systems disciplines. Using a phenomenological interview approach, the researcher analyzed building administrators and the Regional Education Agency's responses to determine the alignment between intervention practices and conditions. The participants for this study included Long Island elementary schools that identified as either focus or priority schools based on the 2014 to 2015 performance index criteria, as specified by the New York State Office of Accountability and the designated Regional Education Agency. Through matrix-systems analysis, this study determined that there was misalignment between the Regional Education Agency and chronically low-performing schools regarding improvement plans and conditions. This study was significant because education policy makers, current educational leaders, and state appointed turnaround agencies could use the findings to address discordant intervention practices when trying to improve chronically low-performing schools. This study offered practical suggestions about ways in which the Regional Education Agency and school could collaborate to develop congruous intervention plans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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