Abstract
Purpose. The purpose of this case study was to describe perceptions held by stakeholders in high-performing, high-technology elementary schools regarding the impact of the back-to-basics movement on behaviors and practices that encourage the development of higher order thinking skills. Variable change factors considered in the study included leadership, planning, people capacity building, support systems, standards-related practices, and resources. Methodology. The dissertation was descriptive case study research. The unique sample involved eight California Central Valley high-performing, high-technology public elementary schools. Eighty-two stakeholders participated in the study. Semistructured interview guides, designed specifically for the study, were used to collect data from district curriculum coordinators, district technology coordinators, principals, teachers, and site technology support personnel. The data were presented in a narrative format. Findings. Stakeholders perceived that the movement: (1) affected visionary principals who, as curriculum directors, led changes toward standards-based curriculum; (2) curtailed planning decisions not directly linked to state standards and assessment practices; (3) created the need and opportunity for extensive people capacity-building in the areas of curriculum standards and basic skills; (4) sparked innovative support systems to "play the API game" and assist in the development of higher order thinking skills; (5) prioritized the development of differentiated basic reading, language, and math practices to assist underachieving students; and (6) limited the availability and use of resources, such as time and technology, to move students beyond the basics. Implications. The study implies that reform leaders, interested in moving beyond the basics, must anticipate change, encourage movement, seek innovation, capitalize on limited resources, develop "teamness," lessen anxieties associated with "high stakes" exams, and provide timely, meaningful staff development opportunities. Leaders must find creative means to access important information, share new ideas and develop needed skills. As co-partner "knowledge workers," teachers can and should learn to analyze assessment data, reflect on findings, and use the information to inform and differentiate instruction so that all students receive a rigorous, challenging education. Recommendations. The intent of the case study was to create a base for further studies. The study should be replicated using a larger sample of California schools. Consideration should also be given to conducting a similar study using high-performing, target technology elementary schools, as well as high-technology, low-performing schools.