Literaturnachweis - Detailanzeige
| Autor/inn/en | Rubin, Mollie; Patrick, Susan Kemper; Goldring, Ellen B. |
|---|---|
| Titel | Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation |
| Quelle | 92 (2017) 5, S.609-626 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0161-956X |
| DOI | 10.1080/0161956X.2017.1368646 |
| Schlagwörter | Administrator Surveys; Adoption (Ideas); Alignment (Education); Beliefs; Capacity Building; Educational Change; Educational Improvement; Educational Practices; Focus Groups; High Schools; Performance Factors; Program Implementation; Qualitative Research; Scheduling; School Culture; Semi Structured Interviews; Student Surveys; Teacher Surveys |
| Abstract | This paper studies the early implementation of a school improvement effort in two high schools. We examine what explains variation in the teacher adoption of program practices. Our findings highlight the tension between encouraging immediate adoption of program practices and the longer term goals of schoolwide culture change. We find that highly structured practices and those that are already aligned with teachers' extant beliefs and classroom practices can be implemented with little preexisting capacity. These conditions could also lead to more consistent and quicker initial adoption. However, this type of implementation might not encourage sufficient understanding of program goals and may inhibit the diffusion of practices into the school culture. Findings highlight dilemmas associated with program practices when the goal is to bring educational reforms to scale. [This paper was published in "Peabody Journal of Education" (EJ1157622).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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