Date of Completion

4-15-2013

Embargo Period

4-15-2013

Keywords

Adaptive, Technical, Reform, Education, Administration, Curriculum, Alignment

Major Advisor

Barry G. Sheckley

Associate Advisor

Morgaen L. Donaldson

Associate Advisor

Anysia P. Mayer

Associate Advisor

Robert M. Villanova

Associate Advisor

Casey D. Cobb

Field of Study

Educational Leadership (Ed.D.)

Degree

Doctor of Education

Open Access

Open Access

Abstract

This study explored the match between (a) strategies suggested in the research as necessary for a well-honed curriculum alignment reform focused on the instructional core and (b) the strategies actually used by one district, Middlerock, in its implementation of a curriculum alignment reform. The study used interpretive qualitative methods (Caelli, Ray, & Mill, 2003) in order to describe the complex inter-relationships involved among the data sources (e.g., district documents, interview data, and an equity audit). The unit of analysis for this study was the set of strategies identified in the research that were used to address technical problems and adaptive problems by Middlerock personnel during the planning and implementation of the math curriculum alignment reform. Analysis revealed a high match with 87 % of the strategies identified as addressing technical problems and only 8% of the strategies identified as addressing adaptive problems. Results revealed that over the six-year period following the reform, scores remained mostly flat, the district failed to keep pace with gains in math made by comparable districts, wide gaps persisted between student subgroups, and wide gaps persisted between schools in the district. Recommendations include specific steps districts can take to address both the technical and adaptive problems related to curriculum alignment reform focused on the instructional core.

Download

Share

COinS