Date

3-2020

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Chris D Bellamy

Keywords

Change Management, College and Career Ready, Leaders, School Redesign, Student Achievement, Turn Around

Disciplines

Education

Abstract

The purpose of this intrinsic case study was to understand the experiences of district leaders and what they perceived as best practices for engaging in large-scale school redesign. The theory guiding this study was the 21st century learning theory developed by the extensive research of multiple educational theorists (Brown, 2005, 2006; United States Department of Education, 2018; P21, 2018). This study was designed to answer the following central question and three research questions: CQ) What are the unique experiences of Xavier Grace district leaders as the district implemented a 21st century school redesign? RQ1) How do professional development activities impact the preparation of district leaders and school administrators for the school redesign process? RQ2) How does personalized learning shape the methods implemented for redesigning school district instructional models? RQ3) How do pressures for student achievement impact the effectiveness of the school redesign process? The sample of the study consisted of the district leaders and school building administrators who facilitated the school redesign process within Xavier Grace School District (pseudonym) which resulted in a sample size of at least 10 to 12 participants. Interviews, a focus group, and documentary data were analyzed using Yin’s (2018) logic model analytic technique as school redesign is a process that intends to promote student achievement. The analyzed data resulted in three major themes that shaped the findings of this study: accountability, change management, and constructivism.

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