Illinois Learning Standards Implementation and a Systems Perspective on Four High-Implementation Elementary Schools: A Multiple-Case Study
type: CreativeWork
description: The purpose of this multiple-case study was to examine how four schools identified as high-implementers of the Illinois Learning Standards (ILS) located in districts that received a state-level continuous quality improvement award, the Lincoln Award, implemented the ILS. The existence of a systems perspective at each school based on the Baldrige criteria was examined; the Baldrige criteria were used in judging the quality improvement award. This study provided a rich description of ILS implementation at four schools, including district influences. Six cross-case themes were identified and discussed: (a) Principal support for ILS implementation, (b) School improvement team support for ILS implementation, (c) Teacher team improvements to instruction through alignment and integration, (d) Changes in cultural norms, (e) District ILS implementation and involvement in the Lincoln Award, and (f) Alignment and integration of district academic functions. A systems perspective was identified and discussed. The study includes event-flow networks for each school and a discussion of Composition Systems Theory, a synthesis of systems theories.
abstract: The purpose of this multiple-case study was to examine how four schools identified as high-implementers of the Illinois Learning Standards (ILS) located in districts that received a state-level continuous quality improvement award, the Lincoln Award, implemented the ILS. The existence of a systems perspective at each school based on the Baldrige criteria was examined; the Baldrige criteria were used in judging the quality improvement award. This study provided a rich description of ILS implementation at four schools, including district influences. Six cross-case themes were identified and discussed: (a) Principal support for ILS implementation, (b) School improvement team support for ILS implementation, (c) Teacher team improvements to instruction through alignment and integration, (d) Changes in cultural norms, (e) District ILS implementation and involvement in the Lincoln Award, and (f) Alignment and integration of district academic functions. A systems perspective was identified and discussed. The study includes event-flow networks for each school and a discussion of Composition Systems Theory, a synthesis of systems theories.
author: Stanhope, George Raymond
language: eng
keywords: Education, Curriculum and Instruction
date published: 2015-09-25T19:54:19Z
date modified: 2026-07-22T22:26:13Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/79875