Dissertation
ADDRESSING RETICENCE REGARDING A DISTRICT WIDE MASTERY-BASED LEARNING INTIATIVE: AN IMPROVEMENT SCIENCE STUDY
Washington State University
Doctor of Education (EdD), Washington State University
12/2024
DOI:
https://doi.org/10.7273/000007210
Abstract
This Improvement Science (Hinnant-Crawford, 2020) study attempted to address hesitancy, resistance, and uncertainty around a major shift in evaluative practices and principles in one rural, Eastern Washington school district. The efficacy of the identified change intervention strategies, for addressing resistance to mastery-based evaluation of learning, were tested using Improvement Science. Professional learning and understanding of mastery-based evaluative principles and practices for leveraging this change were focused on two-related intervention strategies. The Plan, Do, Study, Act cycle and model for driving change (Moen & Norman, 2010) were central to this Improvement Science effort to remedy identified resistance to mastery-based evaluative change.
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Details
- Title
- ADDRESSING RETICENCE REGARDING A DISTRICT WIDE MASTERY-BASED LEARNING INTIATIVE
- Creators
- Donald W. Vanderholm
- Contributors
- Shannon Calderone (Chair)Katherine Rodela (Committee Member)Richard McBride (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Educational Leadership, Sport Studies, and Educational/Counseling Psychology
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 188
- Identifiers
- 99901195438601842
- Language
- English
- Resource Type
- Dissertation