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ERIC Number: ED527558
Record Type: Non-Journal
Publication Date: 2008
Pages: 210
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-8370-4
The Perceived Efficacy by Educational Stakeholders of the Move to Smaller Learning Communities from Larger Comprehensive High Schools
Butterfield, Jay V.
ProQuest LLC, D.Ed. Dissertation, The Pennsylvania State University
The purpose of this study was to explore the perceptions of key stakeholders, including teachers, board members, administrators, community members and parents in a larger suburban, formerly comprehensive high school that adopted a schools-within-a-school reform model (SWAS). The research illuminated similarities and differences in perceptions about the challenges of implementation, which elements of SWAS were successful, which were not, and why. Data were collected from teachers, administrators and other informants as needed. An instrument was developed to break down the large teacher group into smaller, more clearly defined subgroups. The iterative process of data collection included a series of interviews and some follow up conversations with a broad sampling of key stakeholders. An extensive document review was conducted, yielding critical information and grounds for further questioning of stakeholders. The findings from the research were sorted into five broad themes or lessons learned. The first of these themes concerned establishing and maintaining a strong research base for the reform. Reformers need to first be researchers of their own systems. They must know what is working, what is not, and why before considering a possible reform measure. Secondly, reformer leaders must identify, and then communicate and collaborate with important stakeholders, and rely on these informed sources to help guide the reform and support its implementation. The findings also indicated the importance of communication and making sure those responsible for implementing the reform are well informed. A fourth theme concerned the importance of maintaining flexibility in response to problems and difficulties that arise during implementation. Lastly, leadership needs to know and act on what matters most--which elements of the reform need to be preserved, which can be revised, and which can be discarded. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A