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A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement Ann Marie Costa Walden University

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A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement Ann Marie Costa Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 1-1-2011 A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement Ann Marie Costa Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, and the Secondary Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Ann Marie Costa has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Kathleen Bushman, Committee Chairperson, Education Faculty Dr. Mogens Jensen, Committee Member, Education Faculty Dr. Robert Plath, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2012 Abstract A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement by Ann Marie Costa CAGS, Salem State University, 1998 MS, Lesley University, 1981 BS, Salem State University 1970 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrator Leadership for Teaching and Learning Walden University October 2012 Abstract A recent law in a New England state allowed public schools to operate with increased flexibility and autonomy through the authorization of the creation of Innovation Schools. This project study, a program evaluation using a convergent parallel mixed methods research design, allowed for a comprehensive evaluation of the first Innovation School (IS). Activity theory, which conceptualizes change in systems involving human interaction, was the theoretical foundation of this study. The research questions focused on the efficacy of the autonomous school redesign model in involving stakeholders in participatory decision making, improving teacher collaboration, expanding teacher empowerment, and increasing student achievement on a state standardized assessment. Descriptive and statistical analyses of a preestablished survey on teacher empowerment were used to collect data, and student achievement was examined via parametric statistical analyses of standardized state achievement assessments of 3rd, 4th and 5th grade students. Independent and paired t-test analyses documented significant increases in teacher empowerment and student achievement test scores associated with the IS model. Qualitative data, focus group and individual interviews, were analyzed through open coding and deriving summative themes of stakeholder perceptions to extend the quantitative results. The combined findings demonstrated that the IS model significantly impacted teacher empowerment and student achievement. The implications for social change lies in giving stakeholders a voice and decision making authority. As a result, schools can become organizations where stakeholders, regardless of race, color, national origin, or educational attainment, become responsible for issues related to the teaching and learning of the entire school community. A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement by Ann Marie Costa CAGS, Salem State University, 1998 MS, Lesley University, 1981 BS, Salem State University 1970 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrator Leadership for Teaching and Learning Walden University October, 2012 UMI Number: 3544862 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3544862 Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 Dedication This work is dedicated to my family. You gave me the freedom to pursue a lifelong dream. You persevered when I struggled and kept me on track. I would like to extend a special thank you to my husband, Ronald. You kept me together and believed in me. Thank you for your patience and support. Acknowledgments A number of individuals are due credit for this work. First and foremost, I extend my sincere thanks to Dr. Kathleen Bushman, my chairperson, who provided support, guidance, and encouragement throughout this long and tedious process. To Dr. Jensen; thank you for your attention to detail and expertise in methodology. To my colleague, Dr. Dianne Kelly; thanks for your advice and constant confidence. Table of Contents List of Tables .......................................................................................................................v List of Figures.................................................................................................................... vi Section 1: The Problem........................................................................................................1 Introduction....................................................................................................................1 Definition of the Problem ..............................................................................................4 Rationale ........................................................................................................................5 Evidence of the Problem at the Local Level........................................................... 6 Evidence of the Problem from the Professional Literature................................... 10 Definitions....................................................................................................................20 Significance..................................................................................................................21 Guiding/Research Questions and Variables.................................................................23 Guiding/Research Questions................................................................................. 23 Dependent and Independent Variables ................................................................. 25 Review of the Literature ..............................................................................................25 Activity Theory..................................................................................................... 26 School Innovation ................................................................................................. 30 Activity Theory and School Innovation................................................................ 35 Innovation at the Local Level ............................................................................... 36 Distributed Leadership.......................................................................................... 36 Implications..................................................................................................................38 Summary......................................................................................................................39 Section 2: The Methodology..............................................................................................43 i Introduction..................................................................................................................43 Mixed Methods Justification................................................................................. 44 Program Evaluation .............................................................................................. 45 Objective-Based Program Evaluation................................................................... 45 Convergent Parallel Mixed Methods Design........................................................ 46 Setting and Sample ............................................................................................... 47 Strategy of Inquiry ................................................................................................ 55 Ethical Considerations .......................................................................................... 57 The Role of the Researcher................................................................................... 57 Formative and Summative Data Collection.......................................................... 58 Interviews.............................................................................................................. 60 Additional Data Collection ................................................................................... 61 Data Analyses ......................................................................................................
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