Dissertation/Thesis Abstract

Making Next Generation Learning Stick
by Schmidt, Debbee, Ed.D., University of La Verne, 2018, 172; 10931345
Abstract (Summary)

Purpose. The purpose of this mixed-methods research was to examine the strategies used by schools to institutionalize change related to next generation learning. Through lived experiences and quantifiable data, this study sought to identify institutionalizing strategies, including which of Harvey’s (1990) 9 fundamental premises to institutionalize change were used to ensure next generation learning structures are sustainable.

Methods. This study used mixed-methods research. An online questionnaire was utilized to capture quantitative data through a 5-point Likert scale rating and qualitative data through open-ended free response questions.

Findings. Findings of the quantitative and qualitative data from administrators and teachers in traditional and charter public schools that have implemented next generation learning three or more years were examined, and it was found that all 9 of Harvey’s (1990) institutionalizing change factors were reported to have at least an average effect on the permanency of the change. Educators revealed that they believe in the change and the change will last more than 4 years. But ineffective implementation and planning will keep the change from sticking in schools. The results also revealed there needs to be more teacher involvement throughout the planning and implementation of the change and better communication.

Conclusions. With better effectiveness in planning and implementation strategies that focus on institutionalizing the change, more educators will see permanency of the change. Clear, consistent communication is key to moving and sustaining transformation.

Recommendations. Further research is recommended to replicate the study with an increasing population that would include all staff, students and parents. In addition, given time, it is recommended to replicate the study with schools that have implemented next generation learning 5 or more years, further determining what change has had permanency and what has not. Finally, deeper research could be conducted to compare and contrast the differences between traditional and charter public schools and the effectiveness of institutionalizing the change.

Indexing (document details)
Advisor: Harvey, Tom
Commitee: Campbell, Conni, Underhill, Rich
School: University of La Verne
Department: Education
School Location: United States -- California
Source: DAI-A 80/02(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: 21st-century skills, Change, Change management, Institutionalizing change, Next generation learning, Sustaining change
Publication Number: 10931345
ISBN: 978-0-438-46952-5
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy