Educational change process: A case study of a rural school district's reading reform |
Posted on:2005-03-07 | Degree:Ed.D | Type:Dissertation |
University:University of Northern Iowa | Candidate:Bohach, Barbara M. Havel | Full Text:PDF |
GTID:1457390008490132 | Subject:Education |
Abstract/Summary: | |
Beginning reading instruction is the subject of much debate in educational fields as well as in the political arena. The product of such debates is often a push to reform reading programs and teachers are targeted as the ones to carry out these reforms. If reading educators have been actively involved in a reading change process, what are their concerns about change and the influence of mandated legislation?; The purpose of this qualitative research study was to examine how teachers and administrators initiated and implemented a balanced reading innovation. It also investigated how the Concerns-Based Adoption Model identified teachers' concerns during the implementation of the innovation and the impact of "No Child Left Behind" legislation. Leadership also emerged as a key aspect of change in this study.; Results of this study will provide insight into educators' responses to reading reform and how that translates into their current instructional decision-making processes and student learning. It also provides insight for change facilitators and the importance of recognizing individual stages of development within a change process. |
Keywords/Search Tags: | Reading, Change process |
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