AbstractThis case study focuses on the initiation and implementation stages of a change process in a Northern Territory primary school. Over a five year period data were collected to enable the tracking of the fate of an innovation, namely whole school, multi-age grouping. In some ways this study is unique because it was initiated by a group of parents who wanted a school-based evaluation program. The researcher was part of that group, so in the beginning her role was one of complete participant, eventually changing during the course of the study to become a complete observer. Data were gathered from: two surveys conducted at the end of the first and second years of implementation; interviews with teachers, parents, Executive Teachers and Northern Territory Department of Education officers; field notes of meetings and events; and secondary sources such as statistical records, minutes, newsletters and publications. The data were analysed using two frameworks developed by Michael Fullan. It was found that: factors present during the initiation stage impacted on the implementation stage; the role of the principal, the initiator of the innovation was crucial; the time (or lack of) given to the initiation stage affected the implementation; and, teacher ownership played an important part in the continuance of the innovation. Further, the impact of a small but influential group of parents was shown to be a significant factor in determining the fate of the innovation. Over five years, it is shown that, 'after the splash', while 'the pond' was not the same, it had reverted back to being very much the same as it had been before.
|Date of Award||1998|
After the splash, is the pond the same?: a case study tracking the fate of an innovation (multi-age grouping)
Jones, L. M. (Author). 1998
Student thesis: Masters by Research - CDU