This mixed methods study explored the effects of the Fullan Education Change Model in third grade English Language Arts classrooms during the implementation of the Learning-Focused Schools Reading Comprehension Strategies in a South Carolina school district. This research was accomplished through the analysis of the four phases of the Fullan Model during the implementation process. Evidence exists that the school district represented in this study did move through each of the four phases of the Fullan Model. The study also summarizes the professional development opportunities grade three teachers participated in prior to and during the implementation. The research provides both quantitative and qualitative results in each of the four phases of the Fullan Model as well as survey and focus group results relating to teacher commitment and increased student achievement in reading comprehension through the implementation of the strategies.
","abstract_html":"<p>This mixed methods study explored the effects of the Fullan Education Change Model in third grade English Language Arts classrooms during the implementation of the Learning-Focused Schools Reading Comprehension Strategies in a South Carolina school district. This research was accomplished through the analysis of the four phases of the Fullan Model during the implementation process. Evidence exists that the school district represented in this study did move through each of the four phases of the Fullan Model. The study also summarizes the professional development opportunities grade three teachers participated in prior to and during the implementation. The research provides both quantitative and qualitative results in each of the four phases of the Fullan Model as well as survey and focus group results relating to teacher commitment and increased student achievement in reading comprehension through the implementation of the strategies.</p>","abstract_has_math":false,"creators":["Henson, Timothy Keith"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Julie Rotholz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:34Z","subjects":["Education","Educational Administration and Supervision","Educational Change","Learning-Focused Schools","Reading Comprehension Strategies"],"languages":[],"rights":["© 2011, Timothy Keith Henson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/970","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Julie Rotholz"]},{"key":"dc:creator","label":"Author","values":["Henson, Timothy Keith"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","Educational Change","Learning-Focused Schools","Reading Comprehension Strategies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2011, Timothy Keith Henson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/970"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed methods study explored the effects of the Fullan Education Change Model in third grade English Language Arts classrooms during the implementation of the Learning-Focused Schools Reading Comprehension Strategies in a South Carolina school district. This research was accomplished through the analysis of the four phases of the Fullan Model during the implementation process. Evidence exists that the school district represented in this study did move through each of the four phases of the Fullan Model. The study also summarizes the professional development opportunities grade three teachers participated in prior to and during the implementation. The research provides both quantitative and qualitative results in each of the four phases of the Fullan Model as well as survey and focus group results relating to teacher commitment and increased student achievement in reading comprehension through the implementation of the strategies.
"]},{"key":"dc:title","label":"Title","values":["The Effect of the Educational Change Process Through the Implementation of the Learning-Focused Reading Comprehension Strategies In Blue Horizon School District: A Mixed Methods Study"]}]}],"canonical_facts":{"dc:contributor":["Julie Rotholz"],"dc:creator":["Henson, Timothy Keith"],"dc:description.abstract":["This mixed methods study explored the effects of the Fullan Education Change Model in third grade English Language Arts classrooms during the implementation of the Learning-Focused Schools Reading Comprehension Strategies in a South Carolina school district. This research was accomplished through the analysis of the four phases of the Fullan Model during the implementation process. Evidence exists that the school district represented in this study did move through each of the four phases of the Fullan Model. The study also summarizes the professional development opportunities grade three teachers participated in prior to and during the implementation. The research provides both quantitative and qualitative results in each of the four phases of the Fullan Model as well as survey and focus group results relating to teacher commitment and increased student achievement in reading comprehension through the implementation of the strategies.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/970"],"dc:rights":["© 2011, Timothy Keith Henson"],"dc:subject":["Education","Educational Administration and Supervision","Educational Change","Learning-Focused Schools","Reading Comprehension Strategies"],"dc:title":["The Effect of the Educational Change Process Through the Implementation of the Learning-Focused Reading Comprehension Strategies In Blue Horizon School District: A Mixed Methods Study"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:37:34Z"}