Historically, disenfranchised students in the American education system have been promised opportunity through successful participation in the school system. These promises are voiced in legislation like the Elementary and Secondary Education Act of 1965 and by executive actions like President Obama’s Race to the Top Initiative. Evidenced by the continuing education gap, the promises of success through education continue to evade many American children across the nation, especially students who are most in need of the support promised in these quixotic visions of opportunity.
This is a qualitative interview study that aimed to gather the voices of educators involved in the implementation of the English Language Arts Common Core State Standards (ELA CCSS) to investigate the potential benefit of an information loop during the time period Bridges (2009) labeled the Neutral Zone, a period when change agents can reflect on and possibly enhance the iv implementation of an initiative. The study aimed to answer the following research question: What are the experiences of teachers, school principals, and district-level administrators during the transition to the ELA CCSS in three public school districts in the greater Los Angeles area? The narratives constructed throughout the interview process with the study’s participants point to the value of establishing an information loop during the Neutral Zone as an untapped vein of knowledge in the change process. This information can potentially be used to take inventory of the trajectory an implementation process has taken.
|Commitee:||Reilly, Elizabeth, Stephenson, Rebecca|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Keywords:||Common core state standards, Educational change, Neutral zone|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be