The purpose of this study was to better understand districts' responses to curriculum audit findings and to determine the role the audit plays in school reform. Questions to guide this understanding include (1) How do school districts implement recommendations from Curriculum Management Audits?; (2) What processes do districts use to facilitate change based on audit recommendations?; (3) What timelines are established to implement these changes?; (4) What personnel is involved in the implementation?; and (5) Why, if any, were some recommendations not implemented? This study then followed a phenomenological research design. Four districts that consented to participation were contacted and interviews were conducted. The data generated by the interviews was analyzed using QSR NVivo 10. Prejudgments about the data were bracketed and the data was coded looking for emerging themes or nodes in each of the transcripts. These nodes were then classified based on their similarity into the four common themes that emerged as being important during the implementation process. These themes are: Changes in curriculum take (1) time and effort, (2) communication and collaboration, (3) a structured plan for implementation, and (4) consistency of leadership.
|Commitee:||Kavli, Suzanne, Simpson-Hull, Susan|
|School:||Dallas Baptist University|
|Department:||Gary Cook Graduate School of Leadership|
|School Location:||United States -- Texas|
|Source:||DAI-A 75/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Curriculum development|
|Keywords:||Curriculum audit, Strategic planning|
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