Perspectives of Educators Engaged in Continuous Improvement Efforts Within A Rural Appalachian School Setting

This research study serves as an analysis of how educators in a rural Appalachian school district respond to change resulting from federal and state mandates for curriculum reform and initiatives secured through grant funding. Case study research was chosen as the methodology for this study in order to provide an intensive examination of a particular case specific to rural Appalachia. The research protocol included an on-line survey, interviews, and documentation review. The findings of this study provide evidence that systemic educational improvement can be effectively implemented in rural school districts; however, particular attention should be given to factors related to the culture of not only the schools, but also the community at large. The themes of management, collaboration, impact, and culture emerged within the framework of the Concerns Based Adoption Model and are supported by educational literature, yet the cultural element should be added to the Concerns Based Adoption Model if utilized for planning for systemic change. This study illuminates the importance of examining the cultural climate and institutional memories of any district prior to beginning any improvement activity as this may allow the culture of a district to inform the work of those leaders engaging in improvement efforts.