A Multiple Case Study of a Baldrige-Based Peer Review Process in an Urban School District

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Autor/in	Ray, Janet L.
Titel	A Multiple Case Study of a Baldrige-Based Peer Review Process in an Urban School District
Quelle	(2012), (386 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sam Houston State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-5396-4
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Phenomenology; Urban Schools; School Districts; Peer Evaluation; Educational Quality; Educational Assessment; Evaluation Criteria; Instructional Leadership; Strategic Planning; Academic Achievement; Educational Trends; Trend Analysis; Alignment (Education); Interviews; Educational Change; Accountability; Educational Improvement; Learner Controlled Instruction; Stakeholders + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Quality of education; Bildungsqualität; Education; assessment; Bewertungssystem; Instruction; Leadership; Bildung; Erziehung; Führung; Strategy; Planning; Strategie; Planung; Schulleistung; Bildungsentwicklung; Trendanalyse; Interviewing; Interviewtechnik; Bildungsreform; Verantwortung; Teaching improvement; Unterrichtsentwicklung
Abstract	Distinct purposes were identified for this phenomenological multiple-case study. The first purpose of the study was to determine in what ways the BbPRP influenced (a) leadership, (b) strategic planning, and (c) process management among the five selected schools within AISD. The second purpose of this study was to examine administrators' perceptions of the BbPRP as an impetus for continuous improvement. The third purpose was to compare grade level specific student performance trend data within the selected urban schools before, during, and after the implementation of the BbPRP. The urban district selected had successfully implemented the Malcolm Baldrige Education Criteria for Performance Excellence Framework as a school reform model and had also implemented a BbPRP for assessing the alignment of district-wide goals as well as the depth of process management systems across and within schools and departments. The five case samples included in the study were selected using a criterion-based selection process. Data were collected from three data sources: (a) the BbPRP assessment tool, (b) an open-ended interview protocol, and (c) archived multiple-year AEIS reports. Data were triangulated for each case by organizing data in relation to each research question, BbPRP assessment scores, and AEIS trend data. A multiple cross-case analysis was conducted to corroborate data and identify common themes and patterns across the five selected cases. Findings of this study revealed the BbPRP had a significant influence on leadership, strategic planning, and process management across the five cases. The findings also confirmed principal perceptions of the BbPRP as an impetus for continuous improvement as evidenced through positive student performance data over time. Major themes and patterns that emerged from the study were (a) focus on the future, (b) student centered, (c) results oriented, (d) stakeholder focus, (e) organizational planning, (f) continuous improvement, (g) evaluation, (h) accountability, (i) validation, and (j) process management. Educational leaders could benefit from the findings of this research by implementing a reform model such as the MBECPE to perpetuate continuous improvement over time. State policy makers could use the fmdings to foster the development of a broader educational accountability system that would eliminate the sole accountability of a school being based on one end-of-the-year criterion-referenced test. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10