An empirical assessment of the Interactive Model of Reform Attributes using perceptions of educators from a selected district within the Region 20 Educational Service Center, Texas /
This study evaluated the Interactive Model of Reform Attributes, which emerged from the Knight and Erlandson study in 2000, as a framework for determining the impact of reforms on the academic achievement of students from different socioeconomic and ethnic groups. A review of the literature indicate...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=726445351&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study evaluated the Interactive Model of Reform Attributes, which emerged from the Knight and Erlandson study in 2000, as a framework for determining the impact of reforms on the academic achievement of students from different socioeconomic and ethnic groups. A review of the literature indicates that we are nearly 20 years into the latest reform effort and we still have not achieved the goals of equity and excellence for all students. Attributes and the defining factors within the model were identified as Commitment (Breadth and Depth), Congruity (Fit and Fidelity), Coherence (Local and Broad), and Continuity (Duration and Growth). Analyses were based on the eight defining factors. Research findings from this study included: 1. Means for all factors were consistently high indicating a strong awareness of individual factors within NEISD reform efforts, suggesting that all factors appear as active realities for respondents. 2. The inter-correlations range between factors was .760 -.205. All designated pairs exhibited equal or higher correlations than did other combinations of factors. All correlations were significant at >0.001. 3. In the first of two open-ended questions Commitment was overwhelmingly recognized as the most significant factor within reform efforts. 4. In 521 out of 636, cases no additional factors were identified as unique components outside those given in the model, when participants were asked to identify additional factors necessary for institutionalizing reform. Recommendations from the research include: 1. As the model goes forward it would be worthwhile to investigate it using formal factor analysis and to trace its impact on student achievement by path analysis techniques. 2. Longitudinal research needs to be done to determine if the model will show a difference in perceptions of reform attributes in the comparison of reforms at differing stages of implementation. 3. Studies need to identify the presence of attributes and factors by more objective measures of what is happening @ not merely a reliance upon relatively abstract perceptions. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xi, 170 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 137-144). |