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Becoming a College-Going District: Variation, Complexity, and Policy Implementation


Abstract This study examined the enactment of a high school district's college-going mission. Treating mission enactment as a case of policy implementation, this study used the lens of complexity theory to understand how system actors and contexts influenced variation and adaptation. Data collection methods included observations, interviews, focus groups, and surveys of various system actors including district staff, principals, counselors, teachers, and students. This study used a mixed methods analytic inductive technique and Social Network Analysis to describe the mission's implementation. Findings reflect that the mission was a vaguely defined value statement; school staff reacted to the mission with limited buy-in and confusion about wh... (more)
Created Date 2011
Contributor Dunn, Lenay Danielle (Author) / Berliner, David (Advisor) / Danzig, Arnold (Committee member) / Smith, Mary Lee (Committee member) / Arizona State University (Publisher)
Subject Education policy / college-going / complexity theory / district support / mixed methods / policy implementation / social network analysis
Type Doctoral Dissertation
Extent 304 pages
Language English
Copyright
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Note Ph.D. Educational Leadership and Policy Studies 2011
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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Description Dissertation/Thesis