Term of Award

Fall 2006

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

John Weaver

Committee Member 1

William Reynolds

Committee Member 2

Grigory Dmitriyev

Committee Member 3

Nancy Malcom

Committee Member 3 Email

nmalcom@georgiasouthern.edu

Abstract

This study examines the implementation of the Accelerated Schools Project at one school in South Georgia. The Accelerated Schools Project is a comprehensive school renewal effort developed by Henry Levin which attempts to change both the school decision making process and the instructional techniques used in the classroom. The unique governance structure, which attempts to involve all stakeholders in decisions that impact the institution, and the student-centered instructional technique are combined in an effort to instigate school renewal. The phenomenological nature of this study examines the implementation of the Accelerated School Project from a historical and cultural perspective. The author concluded that the No Child Left Behind Act placed a major barrier in the way of the full development of the Accelerated Schools Project. Additionally, elements of the particular place of which the school in question is a part, most notably racial tensions, impeded progress.

Research Data and Supplementary Material

No

Download

Share

COinS