Five Myths of School Turnaround Policy and Practice

Item

Title

Five Myths of School Turnaround Policy and Practice

Abstract/Description

Despite the intensity of funding and numerous intervention efforts in recent school turnaround initiatives, many perspectives, practices, and policies specific to school turnaround appear to be at odds with organizational theory. Yet, many actors in research, policy, and practice arenas appear convinced that their steadfastness will eventually be rewarded. In this article, we identify five myths of school turnaround perpetuated by policy and practice that can often inhibit dramatic positive change in our nation’s lowest-performing schools. We conclude by suggesting alternative ways forward that are better aligned with organization change theory and research.

Author/creator

Meyers, Coby V.

Smylie, Mark A.

Date

2017

In publication

Leadership and Policy in Schools

Volume

16

Issue

3

Pages

502-523

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

IRE Approach/Concept

Organizational Theory

Turnaround

Organizational Change

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

1570-0763

DOI

10.1080/15700763.2016.1270333

URL

Official Publisher's Webpage (Taylor & Francis)

Article on Author's Profile (ResearchGate)

Citation

Meyers, C. V., & Smylie, M. A. (2017). Five Myths of School Turnaround Policy and Practice. Leadership and Policy in Schools, 16(3), 502–523. https://doi.org/10.1080/15700763.2016.1270333

Cited in

Critical Perspectives on the Contexts of Improvement Research in Education

Item sets

Handbook Chapter 11 Citations

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