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ERIC Number: ED566241
Record Type: Non-Journal
Publication Date: 2014
Pages: 268
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-3027-6
ISSN: N/A
Implementing Student Information Systems in High Schools: An Embedded Single Case Study
Rhodes-O'Neill, Tamyra LaShawn
ProQuest LLC, Ph.D. Dissertation, Walden University
As new technologies are developed for teaching and learning, they hold the potential to transform education but have yet to be fully integrated into K-12 classrooms in the United States. The purpose of this study was to explore how a student information system was implemented in 2 urban public high schools and how stakeholders perceived that implementation. The conceptual framework was based on Rogers's theory of diffusion of innovations. Participants included 2 high school principals, 2 deans of instruction, 4 teachers, 2 counselors, 2 clerical personnel, and 3 parents. This qualitative study used a single embedded case study design. Data were collected from multiple sources of evidence, including individual initial and follow-up interviews, participants' reflective journals on system use, and district implementation process documents. At the first level of analysis, data were examined through coding and category construction, and at the second level, data were analyzed to determine emergent themes, discrepant data, and key findings. Findings indicated that the implementation of a student information system was aligned with Rogers's 5 stages of organizational change: agenda-setting, matching, redefining/restructuring, clarifying, and routinizing. Findings also indicated that stakeholder perceptions of the communication process, training resources, and system issues during implementation helped and hindered the diffusion of the system throughout both high schools. This study contributes to positive social change by providing a deeper understanding of the implementation process for district and school personnel and the importance of the impact of stakeholder perceptions on sustaining technology integration in order to promote changes in policy and practices in the field. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A