High School Transformation: The Lived Experience of Teachers Moving to Small Learning ...

234 Pages·2016·1.01 MB·English

Georgia Southern University
Digital
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HIGH SCHOOL TRANSFORMATION: THE LIVED EXPERIENCE OF TEACHERS
MOVING TO SMALL LEARNING ENVIRONMENTS

by
REGINALD LAWRENCE
(Under the Direction of BRENDA MARINA)
ABSTRACT
Educators faced with a decline in student achievement and increases in dropout
rates are seeking ways to provide the best possible educational environment for students
(Oxley, 2005). High school transformation, also known as the small schools movement,
is a reform that is gaining currency in the world of education (Meier, 2006). Alien (2001)
observed that high school transformation is the process of altering the makeup of a large
comprehensive high school, also known as a traditional high school, into small high
schools or small learning communities at the same location. The teacher is the most
important component of educational reform (Fullan, 1993; Glickman, 1990; Tracey,
1993), yet little research has focused on the experience of educators during the
transformation to smaller learning environments. The purpose of this study was to
examine the lived experiences of teachers who have completed the transformation
process from a large comprehensive high school to a small learning environment. Data
were collected through open-ended, phenomenological-oriented interviews with 10
teachers in schools that had been transformed into smaller learning environments within
an Atlanta Metro school district. The qualitative data from this study yielded the
concepts of employment concerns, district support, teacher involvement in planning, and
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instructional changes. Ultimately, this study will further discussions regarding all
teachers involved in schools during transformation and will serve as a springboard for
policy and practice changes leading to a reduction in resistance to change for future
reforms and a refined process for high school transformation.

INDEX WORDS: Change, Reform, Small schools
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HIGH SCHOOL TRANSFORMATION: THE LIVED EXPERIENCE OF TEACHERS
MOVING TO SMALL LEARNING ENVIRONMENTS

by

REGINALD LAWRENCE
Ed.S., Central Michigan University, 2004
M.A., Central Michigan University, 2002
B.A., North Carolina Central University, 1995

A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in
Partial Fulfillment of the Requirements for the Degree

DOCTOR OF EDUCATION

STATESBORO, GEORGIA
2009
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© 2009
Reginald Lawrence
All Rights Reserved
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HIGH SCHOOL TRANSFORMATION: THE LIVED EXPERIENCE OF TEACHERS
MOVING TO SMALL LEARNING ENVIRONMENTS

by

REGINALD LAWRENCE

Major Professor: Brenda Marina

Committee: Lucinda Chance
James Green
Georj Lewis

Electronic Version Approved:

December 2009
vi

DEDICATION
On the path to reaching the goal of completion of my dissertation I have
acknowledged and dedicated my papers and works to various persons. My masters’ thesis
was dedicated to my mother, who remains my hero. My specialist research was dedicated
to my wife and son. Additionally, God was acknowledged at each step in the process.
This particular work is dedicated to my home town neighborhood, Holly Acres, located
in North Carolina.
All the lessons I learned from my neighborhood growing up have culminated to
this point in my life. The pride you taught me in who I am gave me the strength to
express myself during the defenses of my work. It was that pride or swagger that gave me
the audacity to think that I could be a doctor in the first place. Living in Holy Acres one
learns that you have to get back up no matter how many times or how hard you get
knocked down. That is where I obtained the drive to complete this goal while working
full time. Holy Acres gave me enough resistance growing up to ensure that I was
mentally strong enough to reach any goal and avoid the temptations to stray from the
path.
My neighborhood is the foundation of what I am and I will never forget where I
am from. I dedicate this dissertation to everyone who has shared a page in the book that
forms the story of my life. From the old ladies at church who encouraged me to the drug
dealers on the corner, each of you played a roll in what I have become. I hope you are as
proud of me as I am of you.
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ACKNOWLEDGMENTS
I would like to acknowledge my lord and savior Jesus Christ through whom all
things are possible. I am firmly aware that my life could have been far different if not for
your love for me. Every milestone or accomplishment in my life is due to your grace and
mercy. I can only pray that I can become the man you desire me to be.
Also, I would like to acknowledge the efforts of my committee members in
assisting me with the completion of this goal. Their expert advice and insight helped me
to produce a dissertation that is worthy of merit. The major objective of the committee
was to ensure that a scholarly work was produced. This work could not have been
completed without a committee as dedicated and accessible as Dr. Marina, Dr. Chance,
Dr. Green, and Dr. Lewis. I salute you for your efforts and assistance.
Thank you to my wife and son for allowing me to take the time to complete this
goal. I realize that this goal took time away from our time as a family and I thank you for
your understanding. However, understand that it is because of you that I strived to reach
this goal. You gave me the strength to achieve at the highest level so that our family
could be in a more secure position and my son would have the power of my example to
drive him to reach his highest potential.
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TABLE OF CONTENTS
Page
DEDICATION ................................................................................................................... vi
ACKNOWLEDGMENTS ................................................................................................. vii
LIST OF TABLES ............................................................................................................. xi
CHAPTER
1 INTRODUCTION ............................................................................................. 2
Background of Study .................................................................................... 3
Statement of the Problem .............................................................................. 8
Research Questions ..................................................................................... 10
Research Design ......................................................................................... 10
Significance of Study .................................................................................. 12
Organization of Study ................................................................................. 13
Delimitations ............................................................................................... 14
Limitations .................................................................................................. 14
Definition of Terms .................................................................................... 15
Summary ..................................................................................................... 16
2 REVIEW OF LITERATURE.......................................................................... 18
Introduction ................................................................................................. 18
Organization of Review .............................................................................. 18
Change ......................................................................................................... 20
Educational Reform..................................................................................... 34
Small Schools Movement............................................................................ 45
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Types of Autonomous Small Schools ......................................................... 52
Transformation to Small Learning Environments ..................................... 59
Instructional Themes .................................................................................. 72
Instructional Changes ................................................................................. 81
Looping ....................................................................................................... 84
Performance-Based Assessment ................................................................. 86
Project-Based Learning .............................................................................. 86
Benefits of Small Learning Environments ................................................ 88
Opposition to Small Learning Environments ............................................. 99
Summary ................................................................................................... 105
3 RESEARCH METHODOLOGY AND DESIGN......................................... 107
Introduction ............................................................................................... 107
Research Design ....................................................................................... 108
Phenomenological Interviews ................................................................... 110
Sampling ................................................................................................... 112
Participants ............................................................................................... 113
Instrumentation ......................................................................................... 114
Data Collection ......................................................................................... 115
Ethics and Validity ................................................................................... 120
Data Analysis ............................................................................................ 121
4 REPORT OF DATA & DATA ANALYSIS ................................................ 123
Introduction ............................................................................................... 123
Participants’ Characteristics ..................................................................... 123