School Reform in a High Poverty Elementary School: A Grounded Theory Case Study of Capacity Building

• In Event: Educational Effectiveness in Elementary Schools

Abstract

This grounded theory case study examines the successful internal reform of a high-poverty elementary school. The primary data source were retrospective interviews with faculty and administration. Achievement and student demographic data over time was also reviewed. Findings indicated that the school engaged in five processes of change that strengthened their internal ability to respond to external demands resulting in drastic achievement. These included taking immediate action, negotiating external initiatives, creating structures for systematizing processes, valuing and empowering teachers’ voices, and changing pedagogy. Each of these processes was made up of clusters of actions that had effects on multiple elements of internal school capacity. The processes are described and paired with several theoretical assertions regarding internal school change.

Author

• Stephanie L. Dodman, George Mason University