University and School Partnership: Formative Research Guiding School Reform.

• In Event: Leveraging University/School Partnerships in School Improvement

Abstract

This paper investigates implementation of new standard-based curriculum, the role of professional development, principal, and teachers’ strategies to adapt to a new district-wide curriculum reform. Thirty two teachers and eight principals of all grade levels as were interviewed and hundred and four principals were surveyed. The interview themes and descriptive analysis from SPSS indicated that teacher autonomy, ongoing collaboration, professional development, consistent principal support, and timely availability of teaching materials are crucial for success. This formative research helped school district adjust implementation strategies that assisted successful implementation of the new curriculum. Formative research is defined as research in which findings are actually used to continually adapt the strategic improvement plan to more effectively address the schools’ needs.

Authors

• Sylvia Mendez-Morse, Texas Tech University

• Kathryn Rene Rollo, Lubbock ISD

• Alime Nazimovna Sadikova, Texas Tech University

• Fernando Valle, Texas Tech University