Date of Graduation

5-2018

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Pijanowski, John C.

Committee Member

Lasater, Kara A.

Second Committee Member

Brady, Kevin P.

Keywords

Magnet Program Implementation; Magnet Programs; Magnet Schools; Program Evaluation; Rural Magnet Programs

Abstract

The purpose of this study was to examine the fidelity of the implementation of a magnet program at an area intermediate rural school. A case study approach was used to conduct the study, based on observations and perceptual information. The following research questions were developed to address the problem of this study: (a) How does the magnet curriculum affect the delivery of magnet instruction in core content areas? (b) How do participants perceive the strengths and weaknesses of how the magnet program was implemented? The quantitative research consisted of classroom observations to determine if magnet curriculum was being implemented in classrooms. The qualitative research consisted of interviews with school-based participants, to examine the perceptions of participants regarding strengths and weaknesses of magnet program implementation.

Results revealed that there were seven components where improvement is needed in order to fully achieve the intended objectives of the magnet school. On the other hand, there were five components of the magnet school that were observed to be present to a high degree in their school and are achieving the objectives of the magnet school as intended. The interview findings presented: (a) new teachers were not aware that the school had magnet programs; (b) the overall mission, vision, and goals varied amongst participants; (c) some veteran teachers perceive that magnet theme-based instruction should still be delivered in classrooms, while other veteran teachers perceived this as not being the case; (d) During the initiation process, all veteran teachers express that they were implementing the magnet theme-based curriculum in core content areas; (e) all teachers have been motivated at some point to use innovative approaches with teaching and assessments as it relates to the magnet integration because of how students were engaged and the liberty it provided, enabling teachers to be creative with instructional strategies; (f) parental involvement is still an expectation across the board.

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