Study of change: A district's transition from junior highs to middle schools

Abstract

Scope of Study: This study is a hermeneutic inquiry into the nature of the change process as a particular school district moved from the junior high concept towards implementation of middle school philosophy. The purpose of the study is to examine the congruencies or incongruencies of the change phenomenon and the bureaucratic educational setting within which changes in general are attempted through the examination of this particular change. The nature of the inquiry provided a description of the multifaceted meaning of change as well as the socio-political/ historical context for change. The theoretical framework for this study rested on the espoused change theory of Michael Fullan which states that meaningful change is an interface between individual meaning and collective meaning. Data was collected through interviews with central office personnel, building level principals, and teachers. Additional data included conversations, observations, and the examination of specific district documents. Interpretation occurred as themes began to emerge from the data.

Conclusions: The data collected centered around four major themes which emerged: 1) the socio-political/historical context for this particular change, 2) ideas regarding the nature of middle school philosophy, 3) the meaning of change for the individuals involved as well as the collective meaning of change, and 4) the relationship between changes in beliefs or understanding and practice. The data collected documented the existence of the multiple realities of the individuals involved, as well as presented examples of the task involved as the attempt was made to construct a collective meaning regarding middle school philosophy and implementation. Further, the data indicated that the change experience was characterized by ambivalence and uncertainty. Central office administrators seemed to exhibit the least discomfort with this change, while building level principals appeared to be less certain regarding the nature and outcome of this change. Teachers displayed less consensus among themselves and more discomfort than administrators regarding this change.