Amplifying their voices : the perception and experiences of educators implementing school reform

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Marva Reneé Pittman (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: The purpose of this qualitative case study was to capture the experiences and perceptions of educators implementing the Primary School Model Program (PSM), a comprehensive school reform program at Lincoln Elementary School. The participant group included school-level administrators, school-level instructional leadership, classroom teachers, and two student support staff. The study was completed through a conceptual framework using the Primary School Model Program Policy. The PSM Policy uses four dimensions to guide the school reform at Lincoln Elementary School: instructional excellence and alignment, leadership capacity, professional capacity, families, and community. Through one-on-one interviews, the participants richly described their experiences and perceptions with candor. The primary study findings included: (a) the participants found that equity and equitable practices were key to the success of the reform implementation at Lincoln Elementary School; (b) the participants found that accountability, autonomy, and active learning was important in creating positive morale and developing the various skill sets; (c) the participants acknowledged that reform implementation can be overwhelming and required prioritization, a narrowed focus, and distributive leadership; and (d) the participants found that addressing the needs of children in crisis is important for successful implementation.

Additional Information

Language: English
Date: 2021
School reform, Case study, Educator experience, Educator perception, Low-performing
Educational change
Educational leadership
School improvement programs
Low-performing schools

Email this document to