Date of Award

11-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Thomas Alsbury

Second Advisor/Committee Member

John Bond

Third Advisor/Committee Member

William Nagy

Keywords

Organizational Learning Theory, Sustainability Theory, reform implementation, sustainability of reform, mathematics, monitoring of reform elements

Abstract

Reform is a reality for many school districts and schools. When faced with reform movements, districts and schools must address both the immediate implementation and the sustainability of the reform. This dissertation study is informed by two theories centered on reform implementation and sustainability: Organizational Learning Theory by Leithwood, Aitken, and Jantzi (2006) and Coburn’s (2003) Theory of Sustainability. Current empirical research in this field identified particular factors that lead to successful implementation of reform and long-term sustainability. A monitoring tool was used to investigate factors such as: vision for reform, decision making, professional development, innovation and change, effectiveness of reform, leadership, accountability, use of data for continuous improvement, value for diversity, climate, organizational learning, systems thinking, and innovation and creativity. Factors were collected and analyzed for one school district’s large-scale mathematics reform. Descriptive data was gathered to analyze teacher perception relative to these variables, which were identified as either strengths to current reform or potential barriers to future sustainability. Additionally, statistical analysis aided in the identification of statistically significant associations between teachers with differing levels of implementation experience and teacher perception associated with key reform variables.

 
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