Date of Award
1996
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Media Technology
Abstract
This qualitative research examined the change process occurring with the implementation of block scheduling. The study utilized elite interviews with the principals of five Indiana high schools, representing those which adopted a block schedule format beginning with the 1993-94 school year. The literature review located little formal research dealing with the change process to block scheduling in high schools. Those thematic factors which each principal perceived as relevant to the change process were dissatisfaction with the prior schedule, principal attending a conference describing block scheduling, staff site visitations, staff study committees, staff vote on scheduling change, principal advocacy, staff development, necessary facility renovation, and no increase in general funding for implementation of the block schedule. Results of the study of five Indiana high schools successfully implementing a block scheduling format compare favorably with Fullan's educational change characteristics. Conclusions drawn from the research include that (a) block scheduling has proven to be a quality innovation for the studied high schools, (b) access to the block scheduling innovation was provided by study committees, workshops, and site visitations, (c) the principal advocated for the change, (d) teachers were involved advocates in the change process, (e) external grant stipends from the Indiana Department of Education facilitated initiation efforts for the block scheduling change, (f) community stakeholder participation on block scheduling study committees was important, (g) funding levels for initiation and implementation efforts were adequate to support the change to block scheduling, and (h) the school culture at the initiating schools was of a problem-solving orientation to successfully implement and institutionalize the change to block scheduling. Results of the study correlated positively with Fullan's educational change characteristics. A model depicting Fullan's change initiation characteristics with notable factors to the block scheduling change process was created. Educational change agents may view the model to outline initiation of a change to block scheduling or to gauge success to present initiation efforts.
Recommended Citation
Edington, Thomas Ray, "Principals' Perceptions Of The Change Process As Related To The Implementation Of Block Scheduling In Five Indiana High Schools" (1996). All-Inclusive List of Electronic Theses and Dissertations. 2038.
https://scholars.indianastate.edu/etds/2038