Accreditation Follow-Up: A Grounded Theory Qualitative Study of WASC-Accredited Private Schools in Southern California

Autor/in	Serafin, Marsha Jean
Titel	Accreditation Follow-Up: A Grounded Theory Qualitative Study of WASC-Accredited Private Schools in Southern California
Quelle	(2014), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, La Sierra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3211-3138-3
Schlagwörter	Hochschulschrift; Dissertation; Accreditation (Institutions); Private Schools; Grounded Theory; Qualitative Research; Program Effectiveness; Models; Educational Improvement; Interviews; Principals; Administrator Role; Time Management; Teacher Administrator Relationship; Educational Cooperation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Private school; Privatschule; Qualitative Forschung; Analogiemodell; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Principal; Schulleiter; Zeitmanagement; Education; cooperation; Kooperation; Kalifornien
Abstract	The purpose of this grounded theory qualitative study was to explore the value and effectiveness of key aspects of the accreditation process. The aspects explored were the procedures and structures that school leadership establishes in response both to the schoolwide Action Plans that a school develops as part of the self-study process and to the Visiting Committee recommendations given at the conclusion of an accreditation visit. The specific aim of the study was to develop a theoretical model to explain these procedures and structures and to investigate whether the process results in a satisfactory level of school improvement. Participants employed by eight private schools in Southern California were interviewed about their school's accreditation process. Information from the interviews was categorized using "NVivo10," computer software which analyzes qualitative data. Three factors emerged from the data that were deemed by study participants to be essential to a successful follow-up and moving a school forward. These were the role and function of the principal, the amount of time allotted to the accreditation process, and the extent of collaboration among the administration and faculty members. The results of this study highlight the importance of the principal's hand's on engagement with the process of accreditation. Such engagement was essential to a successful follow-up process. When the principal is sufficiently engaged in the accreditation process and allocates time consistently, so that school improvement becomes rooted in the school culture, and when the principal fosters a high level of collaboration among the faculty, a school will move forward. When the principal consolidates power in the office, is consumed by daily demands, allocates time sporadically, and limits faculty involvement, improvement will be stymied, and the school in effect simply marks time until the next self-study. The results of this study contribute to the literature of school improvement and identify the process for a successful follow-up. [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	2020/1/01