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dc.contributor.authorScott, Roger L.
dc.date.accessioned2006-10-16T14:06:40Z
dc.date.available2006-10-16T14:06:40Z
dc.date.issued1995-10
dc.identifier.other1995 .S85
dc.identifier.urihttp://hdl.handle.net/2092/426
dc.descriptioniii, 140 leaves. Advisor: Hilda Williams.en
dc.description.abstractThe problem: In 1987, the Iowa Legislature enacted the Iowa Educational Excellence Act to provide financial incentives to raise teacher salaries through locally developed plans. Phase III of the act promoted the development of performance based and supplemental pay plans. In 1993, the legislative focus was changed to comprehensive school transformation. The study was guided by four questions; 1) What sources of school improvement literature and recommendations are cited in Phase III rationales? 2) What rationales are developed for Phase III plans? 3) What activities are developed for Phase III plans? and 4) What is the congruence or agreement between pian rationales and plan activities? Procedures Content Analysis methodology was used to analyze a sample of 23 Phase III plans submitted for the 1994-95 school year. The findings include an analysis of the proposed plan rationales and activities by comparing the Phase III plans to the three most recent educational reform movements; the excellence movement, the professionalization movement and the school restructuring or transformation movement. Findings and conclusions: 1) The Phase III citations used inconsistent formats. The data from the study proved inadequate for any findings. 2) Phase III rationales are not consistently transformational. Only 4 of 23 Phase III rationales were consistently linked to school transformation. 3) Although many of the activities in Phase III plans were transformational, student centered and performance based activities found in Phase III activities were inconsistent with the school transfomation literature. 4.)The agreement (congruence) between plan rationales and plan activities was 71%. Recommendations: 1) Improve the focus of the Phase III program by eliminating performance based pay and supplemental pay 2) The Iowa Department of Education should take a stronger role in influencing school transformation 3) Include administrators in Phase III 4) Strengthen the transformational leadership role of Area Education Associations.en
dc.format.extent8926673 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherDrake Universityen
dc.relation.ispartofseriesDrake University Dissertations, School of Education;1995
dc.subjectIowa--General Assembly--(1987)--Iowa Educational Excellence Act--Chapter 294Aen
dc.subjectEducational change--Iowaen
dc.subjectEducational law and legislation--Iowaen
dc.titleAn Analysis of Selected 1994-95 Phase III Plans Submitted Under the Iowa Educational Excellence Act (Chapter 294A)en
dc.typeThesisen


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