Examining the Strategies That Academic Leaders Use: Planning and Implementing State Mandated Developmental Education Reformation in Florida Colleges

Autor/in	Stewart, Jamie
Titel	Examining the Strategies That Academic Leaders Use: Planning and Implementing State Mandated Developmental Education Reformation in Florida Colleges
Quelle	(2019), (139 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-7152-3
Schlagwörter	Hochschulschrift; Dissertation; Educational Change; State Colleges; Community Colleges; Change Strategies; Administrators; College Faculty; School Personnel; Educational Planning; Program Implementation; State Legislation; Educational Legislation; Developmental Studies Programs; Remedial Instruction; Role; Responsibility; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsreform; Community college; Community College; Lösungsstrategie; Fakultät; Schulpersonal; Bildungsplanung; Landesrecht; Bildungsrecht; Schulgesetz; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderkurs; Rollen; Verantwortungsübernahme; Zuständigkeit
Abstract	In 2013, the state of Florida passed Senate Bill 1720, which reformed developmental education and gateway courses across the state of Florida. There was a gap in the research regarding how the institutions planned and implemented the changes necessary to comply with the bill. This basic qualitative study examined the strategies used by leaders to plan and implement Senate Bill 1720. The sample consisted of 14 research participants consisting of administrators, faculty, and staff who were tasked with the responsibility of planning and implementing the changes necessary to comply with Senate Bill 1720 in community and state colleges across the state of Florida. The research study examined the roles and responsibilities of the members of the planning, the formulation of the team, and the implementation process. The research found that administration, faculty, and staff played equally important and distinct roles in the implementation process. The administrators that participated were responsible for overseeing the entire process which included forming the team that would participate in the implementation process, ensuring that deadlines were met, the criteria of the bill were followed, and reported back to the state. Other administrators worked alongside faculty and staff in their respective areas. The faculty involved in the process were mostly developmental education and gateway level faculty who were responsible for ensuring that the curriculum changes identified in the bill were met. The staff that were involved in the process were responsible for ensuring that the student services were in full compliance and that students' needs were met. Kotter's eight-step process for leading change model emerged from this study and supported how institutions planned and implemented changes. [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	2020/1/01