Reform implementation in small or rural school districts in California.

摘要

Purpose. The purpose of this study was to determine: (1) the degree that selected elements of reform had been implemented in small school districts; (2) what supports and barriers affected reform implementation; and (3) recommendations for other small school district superintendents who are attempting reform implementation.;Methodology. The type of research for this study was descriptive. The data, collected from small school district superintendents in California, were obtained utilizing a survey instrument as well as fifty-three telephone interviews.;Findings. At least 75 percent of the superintendents report a moderate to high degree of reform implementation in the areas of (1) utilizing shared decision-making, (2) using multiple assessment instruments to measure and monitor student progress, (3) focusing on student application of knowledge, (4) adopting and implementing content and performance standards, and (5) integrating technology into the curriculum. Reforms that are curriculum based were reported to have a higher degree of implementation than reforms that deal with management or governance of the organization.;Obtaining staff, board, and community support as well as having a leader who utilizes effective leadership skills were identified as elements that support reform implementation. Without these elements, reform implementation is impeded.;Recommendations for reform implementation. (1) Plan for the reform, not just initially, but have ongoing planning. The reform must support or provide an avenue for achieving the district's vision. (2) Utilize effective leadership behaviors that include being open to ideas and engaging in shared decision-making. (3) Build a personal touch by obtaining staff, board, and community support; provide opportunities for professional growth; and maintain open communication. (4) Monitor and evaluate reform implementation.;Conclusions. Reform in small or rural school districts is no different than what the literature reports reform to be in larger districts. The human element such as having staff, board, and community support appears to be more important in reform implementation than the more tangible elements such as funding. Effective leadership and having an articulated vision are important variables in reform implementation.