Author

S. B. Lillis

Publication Date

2004

Document Type

Dissertation/Thesis

First Advisor

Robinson, Rhonda S.||Luetkehans, Lara M.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Educational Technology, Research and Assessment

LCSH

Elementary schools--Evaluation--Case studies||Accountablility in education--Case studies

Abstract

The objective of this case study was to examine experiences with a Midwest Elementary School's assessment and accountability model. The three questions driving this study are: Why do stakeholders perceive they are empowered to make fundamental changes for the present and future success of their schools yet they are not making those changes? What factors are preventing teachers from engaging in a continuous, collaborative, systemic model of improvement in their classroom teaching? How are teachers being mentored to adopt improved teaching strategies in this school? An important focus of this research inquiry was observations of teachers in the classroom who use the Malcolm Baldrige Total Quality Management (MBTQM) process to improve instruction. This is the core competency of a quality education program. This case study uses the definition of a learning organization as a benchmark in determining if MBTQM as practiced in this educational institution follows the tents of its purported purpose. Midwest Elementary Unit School District has a long-standing involvement with MBTQM philosophy. In Midwest Elementary School, I studied its SIP strengths and weaknesses. This school was in a district that won a regional MBTQM award.

Comments

Includes bibliographical references (pages [172]-187).

Extent

xx, 202 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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