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Revisiting school contributions to c...

Robinson, Marian A.

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Revisiting school contributions to comprehensive school reform: How anticipations animate reform relationships.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Revisiting school contributions to comprehensive school reform: How anticipations animate reform relationships./
作者:	Robinson, Marian A.
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2108.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221621
ISBN:	9780542744150

Revisiting school contributions to comprehensive school reform: How anticipations animate reform relationships.
Robinson, Marian A.

Revisiting school contributions to comprehensive school reform: How anticipations animate reform relationships. - 234 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2108.

Thesis (Ed.D.)--Harvard University, 2006.

This study examined educator perspectives on their work to implement a comprehensive school reform design in association with a design provider organization. In the last decade, schools have increasingly turned to external assistance organizations to engage in whole school change. Decades of policy implementation research has shown that the value of any planned change hinges on what ultimately happens in schools as educators take action with reform. Yet little is known about how schools have experienced this particular kind of innovation and the kinds of roles and relationships they find and pursue with these unique reform assistance organizations.

ISBN: 9780542744150Subjects--Topical Terms:

626645
Education, Administration.

Revisiting school contributions to comprehensive school reform: How anticipations animate reform relationships.
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245 1 0 $a Revisiting school contributions to comprehensive school reform: How anticipations animate reform relationships.
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500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2108.
500 $a Adviser: Katherine K. Merseth.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a This study examined educator perspectives on their work to implement a comprehensive school reform design in association with a design provider organization. In the last decade, schools have increasingly turned to external assistance organizations to engage in whole school change. Decades of policy implementation research has shown that the value of any planned change hinges on what ultimately happens in schools as educators take action with reform. Yet little is known about how schools have experienced this particular kind of innovation and the kinds of roles and relationships they find and pursue with these unique reform assistance organizations.
520 $a Using a multi-year qualitative research design, this study employed an interpretive approach to understanding the school-design provider relationship. Data sources included interviews with leadership team members at three high schools that adopted the America's Choice design from the National Center on Education and the Economy. Multiple visits to schools across four years (2000-2003) captured changes in educator perspectives in relation to shifting local conditions and new school-provider interactions.
520 $a A major finding of this study is that educators appraised the possibilities of the reform relationship in terms of its capacity to strengthen their sense of school identity and address chronic problems facing the school. These initial anticipations were prominent throughout implementation, evident in how teachers interpreted new developments with the reform and took action to strengthen its relevance and success. Anticipations also held consequences for the reform. Anticipations led to reflections that reinforced educators support for the reform relationship, collisions which attenuated their confidence in either the reform or the provider, and corrections which prompted educators to take action to repair the reform and relationship to promote their particular vision. These findings expand our understanding of implementation by challenging researchers and design providers to more carefully consider school contributions to the reform. It also cautions researchers from overly relying upon an innovation dominant perspective in the evaluation of Comprehensive School Reform (CSR) designs as it overlooks the positive contributions of schools to planned change efforts.
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