Many research studies have investigated the role of the principal in implementing change. Despite the information gleaned from those investigations, principals continue to struggle with initiating, implementing, and sustaining change in their schools. Guiding this narrative inquiry study were theories related to principal leadership, educational change theory, and the theories associated with school culture, with the intent to understand the experiences of principals as they initiated, implemented, and sustained change in their schools. This study explored the challenges and successes principals experienced along with the specific actions that contributed to successful implementation. Five principals from southern Idaho were interviewed. Narratives were co-constructed based on each of the principal's experiences. Polyvocal analysis was used to analyze the data and co-construct the narratives with the participants. Common themes were examined and compared to recent research related to principals implementing change. A cross narrative analysis was used to compare the common themes and actions attributed to the successful implementation of change. Analysis of the data revealed that, among these 5 principals, successful implementation of change was created by obtaining buy-in from staff, building trust, distributing leadership, providing structured time for teachers to learn and collaborate, building capacity through targeted professional development, and seeking input from all stakeholders. These findings will promote social change by helping principals to understand the experiences of other principals with initiating, implementing, and sustaining change. Also, the common themes identified will inform principals on how to successfully implement change that will positively affect students.

Community bank managers are struggling with the implementation of the many new regulations promulgated over the past several years. The purpose of this qualitative multiple case study was to explore strategies community bank managers in Pennsylvania use to implement new financial regulations. The population of interest included all community banks in Pennsylvania. For purposes of this study, a community bank was defined in terms of an asset size less than $500 million. Two community banks in Pennsylvania were selected, and 3 participants at each bank were interviewed. The participants included the chief executive officer, the compliance manager, and a mortgage lender. The transcribed interviews were analyzed using keyword frequency comparisons and cluster analysis. Member checking and triangulation of interview data and public company data (e.g., press releases) were employed to ensure trustworthy interpretation of data. Four major themes were identified, including leadership, training, collaboration, and organizational structure. Systems theory was the conceptual framework that guided this multiple case study. The board of directors, senior managers, and compliance managers can apply the recommendations to improve the approach to regulatory implementation in their organizations. The implication for positive social change includes the potential to sustain or increase the availability of loans to small businesses in the United States.

There is a problem with fidelity of implementation (FOI) of the Response to Intervention (RTI) framework in an elementary school in the southeastern United States. Both teachers and administrators have observed inconsistent implementation of RTI and teachers' reported lack of motivation to implement RTI as designed. The purpose of this qualitative case study was to gather teacher and administrator perceptions of the FOI of RTI model using interviews, surveys, and review of archived documents. The implementation of science framework formed the conceptual foundation of this qualitative project study. The research question focused on the FOI of the RTI model as it related to effective interventions, implementation methods, enabling contexts, and intended outcomes. The purposeful sample included 9 participants using the selection criteria for educators who were employed as Kindergarten to 3rd grade elementary teachers or as administrative/support staff and actively participated in the process and procedures of the implementation of the RTI model at the target site. Data were coded and analyzed using inductive analyses. Findings included common themes related to the need for professional development (PD) on interventions, progress monitoring, expectations, differentiation, and the value of RTI. Based on the findings, a project was constructed to include collaborative learning within ongoing PD sessions and development of professional learning communities (PLCs) to refine implementation of RTI. The findings from this study may lead to positive social change by allowing educators to implement RTI with a greater fidelity to accommodate the needs of diverse learners.

La presente tesis se enfoca en la mejora de la productividad en una empresa de consultoría para la ingeniería dentro del rubro de construcción. La empresa actualmente desarrolla sus proyectos bajo el enfoque PMBok, que está orientado a la gestión de los proyectos. Se ha realizado un estudio de 35 proyectos desarrollados en la empresa, en donde se encontró que el margen esperado de 30.46% terminaba siendo 28.45% en promedio a estos proyectos. Por otra parte, también se registró que la productividad esperada de 34.13 HH/PL se eleva a 39.12 HH/PL, lo cual representa un déficit en la productividad. Es por ello, que este estudio analizó a través del árbol de problemas las razones de la improductividad. Aquí se puede visualizar que la falta de procesos, comunicación y criterios de selección de herramienta tecnológica están produciendo insatisfacción al cliente, incremento de horas planificadas y aumento de costos operativos entre los principales puntos estudiados. Ante este escenario, es necesario recurrir al árbol de objetivos para definir una solución al problema. Lo que se busca es revertir la improductividad en productividad, la insatisfacción en satisfacción del cliente. Por ello se plantea el uso de 3 metodologías: BIM, Lean y gestión de procesos. Siendo BIM el método escogido, debido a que ya contiene a los otros dos mencionados y por ser un método innovador con resultados en otros países. La Metodología BIM está enfocada en 3 principales competencias: Políticas, Procesos y Tecnología. Cada una de estas, está relacionada a sus 3 capacidades: Modelamiento, Colaboración e Integración, que a su vez se definen por su grado de madurez, escala organizativa y granulidad. Finalmente, BIM logra retroalimentarse en la empresa implementada a través de un Flujo de Trabajo. De acuerdo a los casos de éxito planteados en este estudio y sobre todo a las declaraciones de un presidente latinoamericano que ya ha puesto en marcha esta metodología de forma gubernamental con una productividad de mejora en 20% esperado. Se plantearon los beneficios económicos de esta implementación, obteniéndose un VAN de $ 52 842.26 con un riesgo aprobación de 5.5%, una TIR de 49% por encima del COK de la empresa y con un riesgo de aprobación de 5.3%. Además, se calculó el Pay Back en 1.92 Meses con un B/C de 1.1. / This thesis focuses on the improvement of productivity in a consulting company for engineering within the field of construction. The company is currently developing its projects under the PMBok approach, which is oriented towards the management of projects. A study of 35 projects developed in the company was carried out, where it was found that the expected margin of 30.46% ended up being 28.45% on average for these projects. On the other hand, it was also recorded that the expected productivity of 34.13 HH / PL rises to 39.12 HH / PL, which represents a deficit in productivity. It is for this reason that this study analyzed the reasons for unproductivity through the problem tree. Here it is possible to visualize that the lack of processes, communication and selection criteria of technological tool are producing dissatisfaction to the client, increase of planned hours and increase of operating costs between the main points studied. Given this scenario, it is necessary to resort to the objectives tree to define a solution to the problem. What is sought is to reverse the unproductivity in the productivity, dissatisfaction in customer satisfaction. Therefore, the use of 3 methodologies is proposed: BIM, Lean and process management. Being BIM the chosen method, because it already contains the other two mentioned and for being an innovative method with results in other countries. The BIM Methodology is focused on 3 main competences: Policies, Processes and Technology. Each of these is related to its 3 capacities: Modeling, Collaboration and Integration, which in turn are defined by their degree of maturity, organizational scale and granulity. Finally, BIM obtains feedback on the company implemented through a Workflow. According to the success stories presented in this study and especially to the statements of a Latin American president who has already implemented this methodology in a governmental manner with an improvement productivity of 20% expected. The economic benefits of this implementation were raised, obtaining a NPV of $ 52 842.26 with an approval risk of 5.5%, a TIR of 49% over the COK of the company and with a risk of approval of 5.3%. In addition, Pay Back was calculated in 1.92 Months with a B / C of 1.1. / Tesis

The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the changes, the study further explored the relationship throughout the ABI implementation phase with a specific focus on driving questions, problem solving and reasoning, and establishing a supportive learning environment. The study was conducted in Thailand with five physics teachers. Data collection involved classroom observations and teacher interviews. The constant comparative method was employed throughout the data analysis process. The research questions that guided this study were: (1) What changes occurred in teachers' pedagogical practices and views of learning throughout the implementation phase of the argument-based inquiry approach? (2) If change did occur, what was the relationship of the change among the observed criteria (questioning, problem solving, and the establishing of a supportive learning environment)? The results revealed that after fourteen weeks, the three teachers who expressed a positive attitude toward the ABI approach and expressed their willingness to practice started to shift their practices and views of learning toward a student-centered model. Although each teacher exhibited a different starting point within the three observed criteria, they all began to shift their practices first, before reflecting on their beliefs. In contrast to these teachers, the other two teachers were impeded by several barriers and therefore failed to implement the approach. These positive attitude, willingness, and shift of practice appear to be connected and necessary for change. The study highlights that in order to support the implementation of the ABI approach, especially in a large class size cultural setting, opportunities for teachers to be challenged in both classroom and cognitive spaces, where they are immersed in authentic practices and be able to reflect on their own actions as well as their existing beliefs, are crucial. However, to advance the dimensions of this issue, long-term professional development and a longitudinal study observing a large class size cultural settings are suggested.

Previous research indicates that the implementation of a new curriculum is affected by several factors, including teachers' orientations toward the role or purpose of curriculum, differences in individual teachers' practices and beliefs, and aspects of the implementation of a published writing program, Being a Writer, in their school district. Data sources included transcripts of interviews with the focal teachers and district administrators, classroom observation field notes of writing instruction, and related documentation including the Being a Writer program. Results indicated that teachers' beliefs about how children learn to write, the district expectations for classroom implementation of curriculum, and the teachers' abilities to describe their own visions or goals for writing instruction all have considerable impact on how the program is implemented and the role the published curriculum plays in the classroom. The implications of my research include the importance of ongoing professional development opportunities for teachers to develop their beliefs about how children learn to write, and the need for teacher education programs to provide experiences that enable future teachers to develop their own goals or visions for students in their classrooms.

Repeated reading has been used for over 30 years. In the publication of the National Reading Panel Report, repeated reading was listed as an effective strategy for developing fluency. Yet, repeated reading’s efficacy has been recently questioned. Understanding the “how-to” of efficiently using evidence-based practices would allow teachers to deliver successful, time-sensitive instruction and intervention to students. This study was based on two research questions. First was a gain score (increase between a student’s first read and their final repeated reading), a better model and therefore a better criterion than the currently popular criterion of reaching a set words-read-correctly-perminute (WRCM) hot read, such as Samuels’ criterion of 95 WRCM. The study’s second question was exploring which demographic variables, such as age, ethnicity, gender, current reading ability, and socioeconomic status (SES), played a significant role in predicting the effectiveness of using weekly repeated reading scores as a predictor of benchmark reading measures at midyear and end-of-year outcome measures. The study used a unique theoretical multilevel path model to explore repeated reading. A complex model was developed to study (a) the growth of a student’s ability to read words with speed and accuracy and (b) how student demographic features affect growth rates. It was found that a hot read advancement criterion provided a better model fit than the hypothesized advancement criterion of a student’s increase or gain between cold and hot reads. Student growth during repeated reading was found to be constant once a minimum WRCM criterion was reached. While repeated reading was shown to be a strategy that worked equally well for all students, the strategy was shown to be highlyeffective for English-language learners and showed promise in helping to closing the achievement gap. Limitations were discussed and recommendations provided.

Implementation science is a relatively new field focused on ensuring that programs are planned well and then delivered as planned. This thesis describes the implementation process for a nursery-level charity school in Kigali, Rwanda, focusing on the facilitators and difficulties encountered in establishing this school. The research process consisted of interviewing 13 individuals that are a part of the school in question. The researcher transcribed the interviews using an implementation science framework and found trends in their statements that shed light on the establishment of the school. With the help of three coders, the researcher assessed their comments for evidence of helps and hindrances through the implementation process. This thesis presents the results and the implications for implementation science. It will provide valuable information for those wishing to start and maintain grassroots, charitable programs for children in the developing world.

Philosophiae Doctor - PhD / The rapid expansion of the ART programme in South Africa has placed an additional service demand on an already stretched public health infrastructure. The main aim of this study was therefore to analyse the implementation of the ART programme in KwaZulu- Natal province using the Donabedian Model of structure, process and outcome in order to develop an ART delivery model. Ethical approval to conduct this research was issued by the University’s Senate Research Committee. The first phase of the study used a descriptive quantitative approach to review existing data from government departments to analyse the ART programme. A checklist with the list of indicators for the three elements of the study; the structure, process and outcome were used to collect data. A pilot study was conducted and the Cronbach Alpha test was used to determine the rigour of the study. In the second phase, a systematic review of studies on implementation of the existing models of ART programme was conducted using quantitative descriptive approach. The Quality Appraisal Tool was used to determine the validity of the research findings from the literature. In phase 3, both qualitative and quantitative approaches were used to conduct the Delphi study which included a group of experts in the field of HIV and ART programme. Responses from the participants were modified to determine the reliability of the study. The study found that there were structural problems such as shortages of antiretroviral drugs and delays in the return of laboratory results. The systematic literature review found that there were only two community-based ART models in South Africa, namely; the adherence clubs and community-based adherence clubs. These two models of ART delivery were implemented only in Cape Town.

There are gaps in the literature between implementation research and organizational learning describing how local school systems successfully implement initiatives that change practices within school sites. Until recently, there has been a pattern for federal and state policies to overlook the role of the local school district in impacting school reform efforts (Honig & Copland, 2008; Knapp, 2008). With the importance of the school district gaining attention from researchers and policy makers, research on various aspects of district based reform efforts is expanding (Knapp, 2008). However, there is limited research on the influence of district reform strategies and the transfer of organizational learning through school leaders to the school site. The purpose of this study was to discover the ways in which principals and their instructional leadership teams identified as successful in implementing a district initiative have come to understand, interpret and mediate the purpose, resources, and knowledge of the MTSS initiative. This study investigated transfer of knowledge as it relates to organizational learning, sociocultural learning, and policy implementation. This inquiry researched a district’s MTSS initiative implementation process to better understand the topics of learning school leaders require as well as the types of supports that have been provided. This study was designed as a multiple case study that explores ways in which principals and their instructional leadership teams identified as successful by district leadership lead the implementation of a district-based initiative over the course of two years. The frameworks guiding this investigation were an integrated conception of organizational learning and sociocultural learning theories, a synthesis of effective district reform concepts, and implementation science competencies. Data from semi- structured interviews, document reviews, memoing journal, and researcher reflexive journal were utilized to analyze the findings within and across cases. There were several areas of commonalities across schools with some unique instances within schools that are discussed within the frame of the research questions. In addition, there were 4 major concepts that emerged which can be considered for a new heuristic model: ethic of care, attention to the nature of relationships in schools, purposeful development of joint work in a community of practice, and building and sustaining trust. Through the discoveries of this study, implications for further research may entail considerations for a new heuristic model that could encompass the complexity of policy implementation through an inclusive perspective that acknowledges the humanistic dimension to educational policy practice and research.