Middle school restructuring and renewal in one Missouri school district from the perspective of a district administrator
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to understand the progress made toward the vision articulated by an improvement team which was developed by students, staff, administrators, school board members, and community members. Stakeholders were aware they would be responsible for tracking the implemented improvement plans and results. The reflection and status of the renewal process by building level leadership teams was a critical component in gauging the improvement of student performance as measured by district and state assessments. Data that supported this study included, but was not limited to, an initial survey, informal anecdotal notes, journals of reported daily activities and reflections, recorded observations of interaction among staff and students, personal conversations and other artifacts. The data was analyzed through meta-learning as it resulted in learning about the process of learning. The action research study was also informed by a comprehensive literature review and guided by data collected during this study. Although the actions produced moderate results regarding improved student achievement, it is speculated that it was due to the lack of trusting relationships among administrators and staff members. An action researcher inside the organization is difficult due to confidentiality and separating the role between researcher and administrator. The strength of this action research study was the meta-learning which took place by all engaged stakeholders.
Access is limited to the campus of the University of Missouri-Columbia.