Educational change : principles and guidelines for program implementation in school districts

Elliott, G. Ross (1992) Educational change : principles and guidelines for program implementation in school districts. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (43MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

Research over the last several decades has shown that numerous efforts to implement program changes have failed or have been only partially successful. In addition, most school districts are uncertain as to how to implement changes and this uncertainty has contributed to a history of failure in program implementation. -- This study develops principles and guidelines for program implementation in school districts, based on a comprehensive review of the literature on educational change. The principles of implementation are general conclusions about implementation developed from the literature; the guidelines for program implementation in school districts are developed from these general principles and are stated in behavioral terms with references to the actions of change facilitators at the district level. In all, 67 principles and corresponding guidelines for implementation are developed in this thesis. -- Three different focuses are explored in the literature that is reviewed. A chapter on the conceptual parameters of the implementation perspective explores what the implementation perspective is and presents the vocabulary and categories, or ways of thinking, which are associated with that perspective. Some of the problems and polarities associated with the concept of implementation are also explored. General principles, and specific guidelines for district action, are developed from this chapter. -- A chapter is devoted to exploring how people, particularly teachers, and organizations, particularly schools and school districts, respond to change. This chapter examines some of the limitations which these personal and organizational responses to change place upon implementation, and explores some ways in which these responses can be shaped or influenced so as to make implementation more possible. Further general principles, and guidelines for district action, are developed throughout this examination of how individuals and organizations respond to change. -- Chapter four attempts to synthesize and expand upon the emphases of the previous two chapters by examining the interaction that occurs as the requirements of implementation confront the individual and collective responses of people. Further principles and guidelines for implementation are developed by examining what the literature says about this interaction. -- The final chapter combines related elements from previously developed principles and guidelines, and presents a final synthesis and summary of the principles of implementation and the guidelines for effective program implementation in school districts.

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