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ERIC Number: ED517738
Record Type: Non-Journal
Publication Date: 2010
Pages: 172
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-9671-1
ISSN: N/A
A Case Study of the Implementation of the Reading First Grant in the Dallas Independent School District
Hughes, Jo Anne
ProQuest LLC, Ph.D. Dissertation, The University of Texas at Dallas
After forty years and billions spent on educational programs, minority and at-risk students are still not at a level of academic proficiency (A Guide to Education and "No Child Left Behind 2004"). Among the many reasons cited for this result, one is failure to implement, which is what happens between the development of a program, the concerns of the people who must carry it out, and the outcomes. Specifically, critical changes in the roles and relationships of individuals must take place within an organization before successful implementation of an innovation can occur. Successful implementation starts and ends with an individual. Even when the initiative is introduced to everyone in the same way, the time required to develop the necessary skills to be successful will be different for each person. Implementation is about people and the new practices they acquire in their classrooms, schools, and districts. It is also about those who coach the individuals to change (Hall and Hord 2001). It is common knowledge that there is difficulty in implementing government programs. Therefore, it is surprising to note there is little research on implementation in this field. This study will add to the knowledge about the relationship between the stages of concern of individuals who implement a program and the results of the initiative. This research was a case study of the first year implementation of the Dallas Independent School District, a $6.9 million Reading First grant to determine causes for success and failure. This study was beneficial to find out what components of the grant were actually been used by the schools. This was done through surveys, classroom observations, interviews and a review of documents. Outcome assessments were compared to a control group for any significant differences. These reviews led to an educated conclusion about the level of success of the grant and the changes required for the future. [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.]
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
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001