Research on program implementation has documented the influence that leadership, tone, climate, continuous staff development, and time for collaboration have on the effectiveness of implementation. This study examined the experience of a large, urban school district that implemented data-driven decision making as an example of a complex innovation while facing pressures from accountability policies and mandates.
Five research questions guided this study and were answered utilizing a mixed-methods, concurrent triangulation design. Two district administrators and six intermediate school administrators were interviewed, while 186 intermediate school teachers, representing a 51% return, completed a questionnaire with 20 intensity- and frequency-scale items and an open-ended response section. Overall, the findings pertaining to the elements necessary for effective program implementation aligned with existing research. After three years of implementation, all of the elements from the research (leadership, tone, climate, continuous staff development, and time for collaboration) were present in varying degrees. Accountability pressures appeared to play a role in the decision to implement data-driven decision making. Barriers identified by both teachers and administrators included a lack of relevant, ongoing professional development and too little time for collaboration. Specific recommendations are provided for policymakers and educational leaders to get the most effective results of program implementation.
|Advisor:||Cox, Keni Brayton|
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||MAI 49/05M, Masters Abstracts International|
|Subjects:||Instructional Design, Educational leadership, Education Policy|
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