After the Race to the Top: State and District Capacity to Sustain Professional Development Innovation in Florida

Autor/inn/en	Akiba, Motoko; Howard, Cassandra
Titel	After the Race to the Top: State and District Capacity to Sustain Professional Development Innovation in Florida
Quelle	In: Educational Policy, 37 (2023) 2, S.393-436 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akiba, Motoko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211015619
Schlagwörter	Federal Aid; Educational Legislation; Federal Legislation; Federal Programs; School Districts; Faculty Development; Educational Innovation; Teacher Improvement; Program Implementation; Fidelity; Educational Change; State Policy; Educational Policy; Florida + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; School district; Schulbezirk; Instructional innovation; Bildungsinnovation; Bildungsreform; Politics of education; Bildungspolitik
Abstract	The Race to the Top (RTTT) program incentivized states to use innovation for systemwide improvement of student outcomes, but little is known about how RTTT-funded innovation was sustained after the RTTT program ended. This mixed-methods study examined state and district approaches to sustaining an international innovation called "lesson study," a teacher-driven, collaborative, inquiry-based teacher learning process imported from Japan and promoted statewide in Florida. While the state's role in sustaining lesson study was limited, we found that districts that integrated lesson study into the district instructional system through a clear expectation and strategic adaptation, supported school and teacher ownership of lesson study practice, and provided necessary support and funding were more likely to sustain lesson study. In contrast, the districts that focused on implementation fidelity and district-led facilitation eventually phased out lesson study. Policy implications for sustaining federally funded professional development innovations are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01