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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