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.
|Commitee:||Campbell, Conni, Underhill, Rich|
|School:||University of La Verne|
|School Location:||United States -- California|
|Source:||DAI-A 80/02(E), Dissertation Abstracts International|
|Keywords:||21st-century skills, Change, Change management, Institutionalizing change, Next generation learning, Sustaining change|
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