A Systems Approach to Public School Reform: Implications for the Use of Social Systems Design in a Small Rural School

Autor/in	Rawlins, Holly
Titel	A Systems Approach to Public School Reform: Implications for the Use of Social Systems Design in a Small Rural School
Quelle	(2007), (121 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saybrook Graduate School and Research Center
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-1601-6
Schlagwörter	Hochschulschrift; Dissertation; Rural Schools; Public Schools; School Restructuring; Social Systems; Role Conflict; Systems Approach; Educational Change; Boards of Education; Educational Researchers; Values; Educational Attitudes; Cultural Pluralism; Instructional Design; Superintendents; Principals; Small Schools; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Schulreformplan; Schulumwandlung; Social system; Soziales System; Rollenkonflikt; Systemischer Ansatz; Bildungsreform; Ausschuss; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Wertbegriff; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Kulturpluralismus; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulrat; Principal; Schulleiter; Kalifornien
Abstract	How can a community ensure that its public schools reflect local values and beliefs about education? The complexities involved in the reform of existing public schools, or the creation of a new system of schooling, have caused some researchers to explore new methodological avenues to change (Banathy, 1991; Duffy, Rogerson, & Blick, 2000; Jenlink, 1995; Jenlink, Reigeluth, Carr, & Nelson, 1998). Exploratory investigations by educational researchers on the plausibility of various approaches serve to inform the present and future debate over how to best serve the nation's children. This study used formative research (Reigeluth & Frick, 1999) as a means to assess the applicability of Social Systems Design (Banathy, 1996) to a small, culturally diverse rural school in Point Arena, California. The purpose of this study was to create an "accurate application of an instruction-design theory" (Reigeluth, 1999, p. 636) to make suggestions for improvements for future users of the design methodology. A key finding of this research was that the time commitment on the part of the design team is long and intensive. Another finding was that specific champions from the system of study are necessary for success. Specifically, in a school setting, these include the superintendent, the school board, and the site principal. Lastly, it is vital to the process that an internal facilitator with knowledge of systems design be a member of the design team. Several recommendations for improvement to the theory emerged from the research study. First, due to the time demands of the design process, it is recommended that a core project team be assembled to share the numerous and varied tasks needed to operate effectively. Another recommendation is that the researcher pays specific attention to the timing between design stages. Finally, the dual role of user-designer of the system and researcher requires careful consideration and constant monitoring. The potential for role conflict is especially acute in a small rural school, where most design team members have a long personal history with one another. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10