Achieving Scale at the District Level: A Longitudinal Multiple Case Study of a Partnership Reform

Autor/in	Sanders, Mavis G.
Titel	Achieving Scale at the District Level: A Longitudinal Multiple Case Study of a Partnership Reform
Quelle	In: Educational Administration Quarterly, 48 (2012) 1, S.154-186 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X11417432
Schlagwörter	Measures (Individuals); Educational Change; Case Studies; Partnerships in Education; Longitudinal Studies; Change Strategies; Interviews; Observation; School Surveys; Multidimensional Scaling; Program Implementation; Family School Relationship; School Community Relationship; Phenomenology; Educational Administration; Cooperative Programs; Influences; Leadership Role; Change Agents; School Districts + Suchen Sie Ihr Suchwort? Messdaten; Bildungsreform; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lösungsstrategie; Interviewing; Interviewtechnik; Beobachtung; Mehrdimensionale Analysis; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Influence; Einfluss; Einflussfaktor; School district; Schulbezirk
Abstract	Purpose: Coburn's (2003) multidimensional conception of scale includes four interrelated dimensions--depth, sustainability, spread, and ownership--that provide a framework to understand scale at both the school and district levels. This study was conducted to understand how reform leaders in four districts implementing the National Network of Partnership Schools' (NNPS) framework for school, family, and community partnerships influenced progress along these four dimensions of scale. Research Methods: The study used a longitudinal qualitative case study approach. Four districts that had been members of NNPS for 5 years or longer and reported high levels of leadership for family and community engagement were selected for the study. Each district was studied for a period of 3 years. Interview, observation, and survey data were collected and analyzed. Findings: The study found that NNPS reform leaders influenced the case districts' progress on Coburn's dimensions of scale through a variety of facilitating practices and activities. In addition, the study found that positive relationships that the reform leaders developed with key actors within the districts and NNPS helped to explain variations in their effectiveness as facilitators of scale. Three factors--intent, knowledge and skills, and access--were found to affect the relationships forged by the focal leaders. Conclusions: The study's findings highlight the need for more targeted studies on relationship development and maintenance at different stages of reform implementation. They also underscore the need for greater focus on district leaders' deep understanding of reform principles and the scaling up process in order to promote more lasting school change. (Contains 3 notes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10