Susan E. RayScholar
The following is a reflection and synthesis of the relationships and connections of this program.
Program Synthesis and Reflection
Preliminary Preparation and References for Research:
Narrowing the topic for my extended research topic came about serendipitously while disaggregating state assessment scores for an elementary school. It was readily apparent that they scored well by state standards, but the entire staff recognized gaps between those scores and authentic classroom performance. In short order, the essential question developed: "how do we make a good school better and what are the areas we need to improve?" As they explored more, the staff unearthed other gaps in the school's overall performance. Some of those gaps and revelations are discussed in my thoughts on this research topic.
My exploration of various models that could evaluate how the school could address the gaps in their overall performance brought me to Dr. Frank Smith's Advocacy Design Center process. It seems a perfect fit for presenting a picture of where the school stands and to where it aspires. Henderson and Gornik (2007) warn however, that "asking deeper and more meaningful educational questions and facilitating public discussions around these questions is a challenging task". Dr. Smith's ADC process asks everyone involved with a school to take a brutally honest look at the school's instructional system, the pattern of organization, the system of governance, and the system for judging or accounting for the school's accomplishments, and to use that information in future planning.
Close examination of any school will quickly reveal the culture of that school: the belief system that drives how business as usual is done. Dr. Smith's ADC Model looks into the embedded culture of a school and how it influences student performance. Most schools fall into one of three cultural patterns, according to theorists Popkewitz, Tabachnick, and Wehlage (1982). Their seminal work offers insight into the decision-making of school groups, and how those decisions impact student achievement.
Throughout our doctoral program, we have been exposed to the ideas and works of various theorists. What, why, and how we do what we do in education is generally based on theory. Theory, as Dr. Jonathan Hughes explained to us, "serves three primary purposes: (1) theory summarizes and puts into order existing knowledge; (2) theory provides explanations of observed events and relationships; and (3) theory stimulates the development of new knowledge by providing leads for new inquiry" (Class notes, 2005).
From the two charts linked below, there are several theorists who "speak to me" and their beliefs resonate with my philosophy. I am drawn to Michael Fullan, Thomas Sergiovanni, Douglas Reeves, and Richard Elmore for their work in school organization and governance which advocate collaboration and shared leadership. I relate personally and professionally to the humanistic approach of teaching espoused by James Comer and Nel Noddings. Thomas Popkewitz, Lauren Resnick, Howard Gardner, Urie Bronfenbrenner, amd Lev Vygotsky are forward thinkers in theories of instruction. School accountability theorists Gary Wehlage, Peter Senge, and James Comer are promoters of candid, community-oriented reporting systems. Together, with Dr. Smith's design process, these theorists lay a foundation that is constructivist and humanistic.
Data Analysis Conceptual Framework
Initial research on the topic of school improvement has both introduced me to and reacquainted me with a variety of theorists, researchers, and practitioners. The link below will provide a glimpse of my introductory readings as I prepare for more extensive research into my selected topic.
Research Topics Readings
Potential Research Topic:
I am interested in pursuing research on the topic of school self assessment for the purpose of greater student achievement using Dr. Frank Smith's Advocacy Design Center (ADC) as a framework. Taking from Dr. Smith's Advocacy Design Study Guide: "successful eclectic schools more nearly adhere to an inquiry model, constantly critiquing and creating ways to improve student learning. The Advocacy Design framework is used as a tool for presenting a picture of the school. The advocacy design process has a dual focus: to provide a holistic view of the school's culture... and to offer inquiry or self-assessment to serve as a basis for asking the essential question of leadership and planning: 'What next?'".
The ADC model of inquiry uses a series of 29 questions of organization, the system of governance, and the system of accounting for the school's accomplishments. It is these elements I propose to examine through action research in creating a plan to help fulfill the school community's vision of moving the school from one that functions commendably to a school that is exemplary. As explained by Henderson and Gornik: "Insights that alter your meaning-making system may be generated by the very act of asking the questions and making the inquiry".
Potential Research Statement:
The purpose of this study is to collect data through the Advocacy Design Center Model (Smith, 1990) for a future strategic plan to maximize student achievement in a selected elementary school. This school's community envisions moving the school forward from one that generates reliable and consistent performance, exceeding state assessment expectations to a school that is exemplary, as defined by the School Improvement Team in their communal vision based on constructivist theory.
The following Conceptual Framework represents the cycle of school improvement using action research and utilizing Smith's Advocacy Design Center process to get a picture of the school and determine "what next?"
Action Research Conceptual Framework
Potential Research Questions:
In what way can a commendably functioning elementary school improve its instruction, organization, governance, and accountability?
Sub-Questions:
1. What will the school need to do to move toward excellence in instruction?
2. In what ways will the school attempt to improve its organization?
3. How will the school alter governance in seeking the goal of exemplary?
4. How will the school enhance accountability?
Proposed Methodology
The methodology for this study will be case study using action research. Action research allows for the change process to be described as it unfolds. Such methodology allows the school community to identify and plan relevant instructional, organizational, governance, and accountability practices for the school setting through an interpretive planning process. Smith's Advocacy Design Center Model will be utilized as the tool for self-assessment.
