Show simple item record

dc.contributor.authorCarter Jr., Dennis Galeen_US
dc.date.accessioned2016-05-16T06:00:25Z
dc.date.available2016-05-16T06:00:25Z
dc.date.issued2014-11-22en_US
dc.identifier.othervt_gsexam:4116en_US
dc.identifier.urihttp://hdl.handle.net/10919/70973
dc.description.abstractThe purpose of the study was to describe the process of simultaneous implementation of the Indistar model of school improvement and the University of Virginia School Turnaround model of school improvement and how those models influenced school improvement practices in a rural Southwest Virginia school system. Best practices from each of the school improvement models were identified and adopted, which led to the establishment of a hybrid model of school improvement. The study documents how and why the practices were adopted and used in the hybrid model. The paper includes a literature review which examines the evolution of school improvement in the U.S. The description of the historical development of school reform sets the context for in-depth reviews of five current research studies. The studies selected for review, as well as the research study, focus on the role of the central office in school improvement. A synthesis of the studies' findings provided evidence that further research was needed. Data sources for the study include an individual interview of the superintendent, focus group interviews of central office administration and school leadership teams, archival records, and documents. The focus group interviews were conducted to describe the process of implementation of the two school improvement models and to identify school improvement practices that were adopted by the division. This study identifies the practices that were adopted and implemented throughout the rural Southwest Virginia school system. Best practices that are used in the hybrid model of school improvement are Professional Learning Communities, acceleration teams, 90-day school improvement plans, and a tiered remediation program. Barriers to implementation of school improvement were time, the initial lack of support in the Indistar model, involvement, and the understanding of data and data analysis. The themes of professional development, external and internal supports, and sustainability of school improvement are discussed in Chapter 5. Recommendations for practice and future research are presented.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectschool turnarounden_US
dc.subjectschool improvementen_US
dc.subjectstrategies for school improvementen_US
dc.subjectremediationen_US
dc.subjectschool improvement planen_US
dc.titleThe Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School Systemen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameEd. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairTripp, Norman Wayneen_US
dc.contributor.committeememberLineburg, Mark Youngen_US
dc.contributor.committeememberMagliaro, Susan G.en_US
dc.contributor.committeememberSellers, James Louisen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record