Author

Marcus Todd

Date of Award

5-2022

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

To grow and thrive, schools must be able to adapt and change. Educational institutions undergo many procedural, programmatic, and pedagogical changes, motivated by both external and internal forces, which push and pull a school to pivot from its current status quo. One such significant change is the implementation of Teaching for Transformation (TfT), a design framework for the creation of authentic, formational learning experiences rooted in a transformational worldview, with its core practices being employed in over 100 schools worldwide. To determine whether schools who have successfully transitioned to TfT practices have utilized methods from Kotter’s 8-Stage Process model for change, the researcher conducted a survey of 46 educators from five TfT schools. Participants were either members of the school’s teaching staff or members of the TfT implementation team. Results of the survey showed that schools that successfully implemented TfT showed a high likelihood of utilizing methods from Kotter’s 8-Stage Process; however, not all stages were emphasized equally.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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