Organizational Strategies for Promoting Instructional Change: Implementation Dynamics in Schools Working with Comprehensive School Reform Providers

Autor/inn/en	Rowan, Brian; Miller, Robert J.
Titel	Organizational Strategies for Promoting Instructional Change: Implementation Dynamics in Schools Working with Comprehensive School Reform Providers
Quelle	In: American Educational Research Journal, 44 (2007) 2, S.252-297 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831207302498
Schlagwörter	School Restructuring; Instructional Improvement; Program Implementation; Acceleration (Education); Educational Change; Teaching Methods; Change Strategies; Elementary Schools; Teacher Motivation; Teacher Attitudes; Conventional Instruction; Social Influences; Cultural Influences; Instructional Leadership; Teacher Collaboration; Professional Autonomy; Hypothesis Testing; United States + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Unterrichtsqualität; Acceleration; Beschleunigung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lösungsstrategie; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Sozialer Einfluss; Cultural influence; Kultureinfluss; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerkooperation; Berufsfreiheit; Hypothesenprüfung; Hypothesentest; USA
Abstract	This article develops a conceptual framework for studying how three comprehensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce instructional change, the America's Choice program as using a model of professional control, and the Success for All program as using a model of procedural control. Predictable differences in patterns of organizing for instructional improvement emerged across schools working with these three programs, and these patterns were found to be systematically related to patterns of program implementation. In particular, the two CSR programs that were organized to produce instructional standardization produced higher levels of instructional change in the schools where they worked. The results of the study suggest organizational strategies program developers can use to obtain implementation fidelity in instructional change initiatives. (Contains 5 figures, 2 tables and 6 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10