Through the change theory lens of this bounded system multi-site case study of two low performing schools which participated in the Turnaround Program started with a look at where they began, the process during the Turnaround Program, and examination of the school three years post-Turnaround. Insight into the changes sustained and those discarded in both schools were discovered through this research. Through the change theory lens this research has demonstrated the importance of sustainability of leadership in the change process of program initiation. Research has also shown implementation post-Turnaround had continuity partially due to a change in the school climate and culture. For a school to Turnaround a significant piece to the Turnaround Program and its success was due to data analysis. Finally, a discussion of the power and political factors were included as both districts were impacted due to these influences.
The findings indicate success of these two Turnaround schools was due to a change in school culture and climate. This was brought about through the political influences from administration and members of DESE. The importance of high academic achievement was communicated by both administrators and the Missouri Department of Elementary and Secondary Education. Buy-in from parents, faculty members, school board members, and students were a major contributor to implementing successful change in both districts. Data analysis was continued by both districts to enhance student performance and guide classroom instruction. Decisions regarding student mastery were based on data and continued to be used three years post-Turnaround. Data analysis was seen by both districts as a significant factor used to enhance positive changes.
|School:||University of Missouri - Columbia|
|School Location:||United States -- Missouri|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Change theory, Low performing, School improvement, Turnaround|
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