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Research Problem and Rationale: Exploring How School Districts, Principals, and Teacher
Meredith Mitchell
George Mason University
EDLE 802, Fall 2014
Dr. Richard Moniuszko
RESEARCH PROBLEM AND RATIONALE 2
Research Problem and Rationale: Exploring How School Districts, Principals, and Teacher
Introduction
In the past several decades, public education in America has been increasingly driven
by testing and accountability measures which impact the daily lives of schools, teachers, and
most importantly, students (Au, 2007; Hursh, 2007). While testing and accountability
measures aim to quantify student learning in an effort to enhance the educational experience of
our nations young people, many people have felt the effects and consequences of a test driven
culture and these consequences do not always directly relate to what is best for children and
their futures (Au, 2007). In recent years, educational experts have rallied support and
conducted research to investigate what really matters for students. Organizations such as the
Partnership for 21st Century Learning, and many other research based organizations, have
begun to highlight the necessity of refocusing our educational system on something that truly
matters: equipping students with the skillsets they need to be productive in todays global
economy (Kay & Greenhill, 2011; Voogt & Roblin, 2012). Their research suggests that it is
not rote memorization of facts and content knowledge, which is what the majority of mandated
national and state standardized assessments currently measure, that matters; it is the ability to
create, collaborate, communicate and think critically that will allow young scholars to be
equipped with what they need in todays job market (Supovitz, 2009; Kay & Greenhill, 2011;
As the body of research on 21st century teaching and learning gains momentum, many
RESEARCH PROBLEM AND RATIONALE 3
school districts have adopted measures and practices to commit to teaching these educational
ideals, which is an important first step in reforming education (Gunn & Hollingsworth, 2013).
While the explicit adoption of a shared vision of 21st century learning is important, merely
stating our intention of better equipping students for the future cannot and will not suffice.
School districts that have adopted the vision will need to have clear and strategic plans in place
as to how to integrate these skillsets with current curricular programs and how to interact with
school based administrators and other instructional leaders in order to ensure the actual work
of this vision is carried out (Gunn & Hollingsworth, 2013). It will be important to understand
the work of multiple levels of educational leaders in following through on the vision of
promoting 21st century teaching and learning in the classroom (Neumerski, 2012).
If the purposes of education actually change in America and, as a nation, we can find
a way to recommit to learning goals and measures that are more meaningful in the lives of
1. In what ways do school districts, principals, teachers, and other instructional leaders
support the implementation of 21st century teaching and learning in the classroom?
2. How are visions for reform translated into actions within schools?
instruction?
Purpose
While it is important that schools look towards adopting these authentic and
researched based attitudes and practices towards teaching, learning, and assessment, the
purpose behind these research questions are to explore how this work may be accomplished.
RESEARCH PROBLEM AND RATIONALE 4
Research from Bolman and Deal on educational leadership suggests that effective leadership
first must establish and gain support for a clear and concise vision (2008), but the
implementation of this vision will be critical in understanding how this ideal might fully
integrate into the work of teachers. Teachers are the gatekeepers between this vision and
students themselves, but there are multiple important players in between (Neumerski, 2012).
Neumerski explains that extensive research in the field of education leadership has described
the role and effective practices of various levels of instructional leaders, namely district central
office administrators, principals, instructional coaches and teacher leaders, but it is critical to
understand the ways in which these leaders can interact and integrate their roles that will yield
important findings and implications for the field (2013). Principals, administrators, and other
instructional leaders have the ability to serve as instructional leaders to teachers and will
therefore serve an important role for both disseminating the intent of school districts and
communicating teacher feedback back to those in the central offices that are making the
decisions (May & Supovitz, 2009; Neumerski, 2013). It will be important to understand the
work and needs of teachers themselves, because as the actual implementers of curricular
change, their understanding of and access to resources for implementing 21st century teaching
Through my research, I hope to understand the key factors that contribute to the
collaboration and communication among these multiple levels of educational players and
better understand what tools, strategies, and interactions facilitate organizational learning that
results in real changes in classroom activities. By looking at the work and decision making at
each level of leadership and also understanding the responsiveness between these levels, it
would be possible to develop a model of how educational change occurs and what types of
RESEARCH PROBLEM AND RATIONALE 5
communication and collaboration contribute to positive outcomes for students, teachers, and
Significance
This research will be significant in that it aims to not only explore a particular
phenomenon within education today, the inclusion of 21st century learning skills in the
classroom, but will also more broadly understand how players within a district can work
together efficiently for the benefit of students. Currently, significant research would suggest
creativity, communication, critical thinking, and collaboration are skillsets that are important
for our students (Kay & Greenhill, 2011; Jacobsen-Lundeberg, 2013), but it would be
shortsighted and nave to say that such skills will always be an educational focus. If we can
understand the mechanism through which a district adapts to research, we can understand how
to develop organizations for this particular reform, and whichever other reform initiatives are
to come in the future. Educational researchers will continue to strive towards uncovering what
is best for students in the classroom and it will be important to see how current reform efforts
unfold within an organization. Practically speaking, in the here and now it is both timely and
important to understand what districts and their stakeholders do to promote the current
initiative of 21st century skill building and ensure that these goals are actually put into practice.
Future Research
educational leaders can work together to implement 21st century learning. Given the
complexity of these interactions and the multiple levels of leaders and work involved, it will be
1. How do school districts establish and share a vision of 21st century learning with a
RESEARCH PROBLEM AND RATIONALE 6
school system? How is this vision communicated, what related resources should the
district provide, and how do they ensure the intentions of this vision are carried out?
2. How do school based administrators translate the vision of 21st century learning in a
school district into actual teaching practices within their school? How do principals
3. How do teachers experience a 21st century reform movement within their school
district? What resources, tools, training or support is necessary in order for teachers
to effectively integrate the vision into their teaching practice? Through what avenues
can teachers express their needs for implementing the reform? What obstacles stand in
4. How will teachers, schools, and the district account for the extent to which
This future study could potentially be framed as a case study and be explored with a
mixed method research design. I would purposefully investigate one particular school district
that has adopted 21st century teaching as part of the districts core vision and could then
explore interactions at the district level and within schools that have begun the discussion and
implementation of these skillsets into their curricular programs. I could use interview
process. While the design and logistics of the proposed study would certainly adapt as my
research questions narrow and change, at this time I am greatly interested in the experiences of
educational leaders and the ways in which they can facilitate change within schools.
RESEARCH PROBLEM AND RATIONALE 7
Conclusion
As educational research continues to help point to ways that educators can improve
multiple levels can interact in a way to fully implement best practices in teaching, learning,
and assessment. Many educators are currently frustrated with the current state of education
and its test-driven nature, and are looking at 21st century teaching practices as a framework for
My potential study will allow for me to explore how these change efforts might be
accomplished and could likely bridge some gaps in the literature (Neumerski, 2013).
Currently, there is much research devoted to what instructional leaders do within their
assigned roles, but little understanding of how these roles integrate to produce change
educational leaders in following through on the vision of promoting 21st century teaching and
My next steps will necessitate that I continue to read literature related to 21 st teaching
and learning and also continue to expand into literature related to instructional leadership. It
would also serve me well to explore literature that explains how previous initiatives or reforms
have been integrated within a school district and focus on the structures that contributed to this
integration as well as the obstacles that districts face in the process. Finally, it would be of
value for me to explore research related to schools and school districts that have explicitly
delineated their mission and vision to focus on the development of 21st century learning skills,
and successfully done so, as the literature on these exemplar schools may help to uncover
characteristics and practices that have facilitated the integration of 21st century skills into their
RESEARCH PROBLEM AND RATIONALE 8
curricular programs.
The goal for my future study is to help positively contribute to a body of research that
I believe will help change the experience of children in schools today. It is my hope that
districts, schools, and teachers may find a way to liberate themselves from the rigidity and
constraints that standardized testing in its current form often imposes, and that the body of
research related to 21st century skills proves to be truly transformational in the educational
experience of todays students. While teachers will always be of paramount importance for
change to actually occur, I firmly believe that all levels of todays educational leaders must
necessarily work together to positively influence and support teachers in the implementation of
References
Bolman, L. G. & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership
Gunn, T. & Hollingsworth, M. (2013). The implementation and assessment of shared 21st
Hursh, D. (2007). Assessing No Child Left Behind and the rise of neoliberal education
Kay, K. & Greenhill, V. (2011). Twenty-first century students need 21st century skills. In G. Wan
& D. Gut (Eds.), Bringing schools into the 21st century (pp. 41-65). Netherlands:
Springer. http://dx.doi.org/10.1007/978-94-007-0268-4_3
Linn, R.L. (1993). Educational assessment: Expanded expectations and challenges. Educational
May, H. & Supovitz, J. (2011). The scope of principal efforts to improve instruction.
principal, teacher, and coach instructional leadership, and where should we go from here?
Supovitz, J. (2009). Can high stakes testing leverage educational improvement? Prospects from
the last decade of testing and accountability reform. Journal of Educational Change, 10,
211-227.
Voogt, J. & Roblin, N. (2012). A comparative analysis of international frameworks for 21st
Overall comments: You have a substantive topic, and some good ideas for how to look
into it. The specific focus for your research is still a bit up in the air,
and a deeper dive into the change literature and 21st century skills
movement will probably help you clarify your direction.
Detailed Results (Rubric used: EDLE 802 Research Problem and Rationale)
Introduction (10%)
Draws reader into the Introduction orients the Introduction explains what Introduction is weak. The
paper. Thesis is clear and reader to the paper. Thesis is in the paper, but lacks a paper lacks a clear thesis.
analytical, dealing directly is apparent, though not clear and analytical thesis.
with significance, and entirely clear; may be more
requires demonstration descriptive than analytical
through coherent and unclear in terms of
arguments and support significance.
from published literature.
Clear, compelling, and well Purpose of research is clear Purpose is apparent, but Purpose is missing or
supported by published and engaging. confusing. unclear.
literature (if possible) and
explained from multiple
perspectives (e.g., practical
and academic) in a logical
and persuasive manner.
Clear, compelling, and well The author weaves together Significance is apparent, but Significance is unclear or
supported by published persuasive arguments not well supported by missing.
literature; explained from regarding the significance of literature and/or seems
multiple perspectives (e.g., the topic that follow logically unrelated to purpose.
practical and academic) in from the stated purpose.
logical, persuasive manner
linked to purpose.
practical standpoint.
Potential Research Questions (15%)
Inclusive and stimulating; Reasonable set of questions List of questions is brief and List of questions is
clearly and persuasively is presented; clearly follow not very imaginative. Links inadequate.
linked to purpose and from purpose and to purpose and significance
significance. significance. unclear.
Begins with restatement of Conclusion summarizes the Conclusion merely Paper fails to conclude
thesis in new language and content of the paper well summarizes what has come properly.
summary of main points; and restates the thesis in a before. Thesis may be
broadens to discuss studys manner that seems to flow stated in same words as at
direction and future logically from the body of the beginning or altogether
literature needs to support the paper. Future direction missing from conclusion.
purpose and/or significance. is apparent.
Accurate and precise. Nearly Occasional grammatical Errors in grammar and Frequent errors in spelling,
error-free. Reflects clear errors, questionable word punctuation, but spelling grammar, punctuation, and
understanding of APA choice. Minor APA errors. has been proofread. APA format.
format and thorough Difficulty conforming to APA
proofreading. rules.