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Ici~de~.ship I-olcs, use multiple strategies to change the cu1tu1-e of the school ill school irn~~.o\'anuit efk)~.ts (Bro~rn, 1993 ). No( all le,~dcl-ship is or e\>en should he transformational, but u.hen the politics that go\*ern education call for serious. sustained and deep reform, it is transformational leadership that scerns most called for and against which the leaders in this study \{.ill be benchmarked.
Chapter 3 METHODOLOGY Introduction Qualitative research methodology uTas selected for this study to learn about the cl!,n:~mics associated ~'ith the in~plementation of state mandated HF 2272 in three small lo~vs school districts. Cres\i!ell ( 1994) states, "Qualitative research is a process of understanding based on distinct methodological [saditions of inquiry that explore a social or human problem. The researcher builds a complex. holistic picture. analyzes u.ords, reports detailed vienrs of informants. and conducts the study in a natural setting (p. 15). A qualitati\,e approach emphasizes the researcher's role as an "acti\,e" learner who tells the story from the participant's \.ie\+.. rather than as an expert on the topic. The outcome is vie\\,ed as L( process sather than a product (Cresu.el1. 1993). Qualit~~ti\.c researchers so to natural settinss to attempt riiaking sense of phenomena ;11ic1 r tic 11ic:inin; ~j;tnicipant\ arriich to thohe phcnonlena. In these settings. mulriple source? of II~!'OI~I~~;I~IOI~ and nar-r~lti\c approaclic\ arc ;~\.;~ilable to the researcher (Denzin & Lincoln. I OC)4 ). .l.tic ~-c~\c;~r~.hcr \cr\.c\ ;I\ ~1;it;i c~~ll~ctor. LI\C~ inducti\.e anal!,sis. builds 112eanin: froni IIW \\OIL!\ 01' [tic ~~;il.ric.il~ant\. ;111d II\C\ cxprt'\\i\.e I;in?~lagc to ilescsibe a pr-c~e>\ ~Cr?s\!.elI. 100s ). ..I n;ir~~r.;il~\t~i ;~ly~-o;iih \i ;is ~c1cctt.d for [hi\ \rudy becnuie qualit:~ti\e desi~n had a . . I.\i~ilr-ill'' IIc=\il\~lil! t11;ir ;illc-r\\cd 1'0s llisc~o\~cric~ ;lions rhc \\,a\. cDc.nzin Lincoln. 'OOCh. B!. I I - I L ~ I ~ I O ill I ~ ~llc\il. I I~;IIIII.;I~ \ctting\. ;11lci b\ iris tllc par-ticip;tn~'s o\\n \\.o~-ds. LI 1llic.h. 1.ic.11 ( I~,W.I-I~JIIOI~ 01' IIIL. \c.11001 i~lll~ro\.crllc'~~ proccs\ \\.;IS ;~cliic\.c~i. Thc ~trcn~th II~[L-I.\ IL*\\ 111s I.L-\L,;II.L.~~ I\ [IIL* \\ 01111 \\ t ~I;IL.L, 011 11)c l~;~r.tic~i~~;~~ir's stosi~s. it ii I~~,\.cs
Page 1 and 2: COMPREHENSIVE SCHOOL IMPROVEMENT MA
Page 3 and 4: COMPREHENSIVE SCHOOL IMPROVEMENT MA
Page 5 and 6: 4. FINDINGS AND DISCUSSION District
Page 7 and 8: Figure 1. Interview Analysis Proced
Page 9 and 10: 2272 requirements, in terms of unif
Page 11 and 12: a susprise to state leaders. Gradua
Page 13 and 14: coals in academic and non-academic
Page 15 and 16: Chapter 2 REVIEW OF THE LITERATURE
Page 17 and 18: standards. will make schools accoun
Page 19 and 20: What is most in~portant to restruct
Page 21 and 22: developing curriculum were repeated
Page 23 and 24: ing to the policy intervention. If
Page 25 and 26: institute fundamental change in the
Page 27 and 28: vieu, of rhc ulorld. and as scholar
Page 29 and 30: i~p~>rn;~ch~> to leadership Sound i
Page 31: n:~na~c'mc~ th;~t allou s III~III t
Page 35 and 36: as l.c\'ic*' of ~1.eliminal.y draft
Page 37 and 38: pro\,idcd hy at leahr three of the
Page 39 and 40: To allow for practice with the inte
Page 41 and 42: sign, clemon~tr~ttinp their \x~illi
Page 43 and 44: Chapter 4 FINDINGS AND DICUSSION Th
Page 45 and 46: setting of ~iiininlum standi11.d~.
Page 47 and 48: I~~l~?(/~~l of22 72 Participants vo
Page 49 and 50: going to have ac;~clcmic successes
Page 51 and 52: change Ixocess :is 0;1rcI 11ienibt'
Page 53 and 54: cli:~nfcs \-esy rapidly. They'cl pr
Page 55 and 56: questioned hy patrons ahour [he num
Page 57 and 58: I~l;lccil in tllcir ;rclministr:ito
Page 59 and 60: ,I.lle ltllT pl.inl.il)i 01' this ;
Page 61 and 62: lllcnl I1lt)IICl I 1,. !!OII ~01111
Page 63 and 64: sLllxrintendents, Thc ~LI~JCI-~II~~
Page 65 and 66: to ncccssitatc the rcpo~-ring ol'st
Page 67 and 68: 1-(,~~ ,jll.OLlfh difj;'1.~[11 ~tl.
Page 69 and 70: Dis11-icr R. Hc srilrecl. "The inte
Page 71 and 72: ased s(>lcl!: on slanclar~dizcd ach
Page 73 and 74: .l'lle si~l>c~.inrcndent ~>~.nl'css
Page 75 and 76: lie \4.01-d "l.ocus" \c\.~~.i~l til
Page 77 and 78: nlc 5uper.i1lrcndent spoke at solne
Page 79 and 80: plovelllent team to include Illore
Page 81 and 82: leaclel.ship aIiu Lullcglul ~lll~l~
Page 83 and 84:
le]ieved it very difficult for peop
Page 85 and 86:
\'el' what ulas really expected and
Page 87 and 88:
so~lle of those o[her areas ale not
Page 89 and 90:
lengthened the implementation deadl
Page 91 and 92:
:xtra-ciirric~ilar activity. The di
Page 93 and 94:
u~anl in jri ]-id of ~nla11 school^
Page 95 and 96:
heir port of entry to HF 2272. - l5
Page 97 and 98:
,usiness dramatically as a District
Page 99 and 100:
L" N ~ ~-.sli C ip This alstrlct bi
Page 101 and 102:
dido'( (ske control himself. He all
Page 103 and 104:
In sumlnarizing- a principal cited
Page 105 and 106:
7 ...- d kc11 de-e~1l~hasized it ha
Page 107 and 108:
a 101 of expectations On schools. Y
Page 109 and 110:
largela school districts. As more a
Page 111 and 112:
~n-one llelp We gi\'e. no nliltter
Page 113 and 114:
seaI.cI1 (711 uihal lo engender bet
Page 115 and 116:
7 mission (Bklss A\'olio- 1994). Th
Page 117 and 118:
Tr~~chc~..~. Teacher-leadel-s were
Page 119 and 120:
. 'vided. "I IJal-entS are sitting
Page 121 and 122:
7 school i*l~rol'elllcnt and cvel.y
Page 123 and 124:
Clloll,~c 1)j-ncesX. It b'as diffic
Page 125 and 126:
isdainf~1lly shrugged off what lhcy
Page 127 and 128:
IJiliilfe~~ded Co~tsc~q~~c~~c.rs Th
Page 129 and 130:
122 fin:~l concern drdt ~vith the t
Page 131 and 132:
policy IS clear and amhiyity is avo
Page 133 and 134:
sc:lllclilnlizcd ic\t scolrs. M'ill
Page 135 and 136:
some \viewed this as an 0ppXtunily
Page 137 and 138:
'hapter f c S U MMAKY, C-Ui\(-'LGS
Page 139 and 140:
so5pccted ~c~islnli\~e nloti\.es of
Page 141 and 142:
cllanfe to their leadcr\lliP teams.
Page 143 and 144:
practitioners saw as catering to th
Page 145 and 146:
the adultlpupil ratio in one large
Page 147 and 148:
-140 Tllc thollgllt of 1cfislnlol.s
Page 149 and 150:
REFERENCE Ba~.d;sh. E. ( 1977). The
Page 151 and 152:
Kapl~nn, a((,), 432-437. Dcnzln. N.
Page 153 and 154:
q~ii~litati\re research. Chicago, l
Page 155 and 156:
School Leadel-ship, 2 ( 1 1, 34-44.
Page 157 and 158:
York: Teachers College Pres! ~~h:lt
Page 159 and 160:
47, - 171-197 ~~lcott, H. F. ( 1YsO
Page 161 and 162:
HF 2272 Implemenl,,,,,, ,,u~Y Inter
Page 163 and 164:
HF 2272 Ia,..L,,,L,,~,t~~n study In
Page 165 and 166:
HF 22.1~ Imple~~enratlon Study Inte
Page 167 and 168:
HOUSE FLLE 2272 1 3 MJ ACT 4 p.~~v~
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