-
Title
-
Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
-
Abstract/Description
-
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.
-
Date
-
2017
-
In publication
-
Peabody Journal of Education
-
Volume
-
92
-
Issue
-
5
-
Pages
-
609-626
-
IRE Approach/Concept
-
Scale Up
-
Student Ownership and Responsibility (SOAR)
-
Program Implementation
-
ISSN
-
0161-956X
-
1532-7930
-
Grant funding
-
Institute of Education Sciences (IES)
-
Grant number
-
Institute of Education Sciences Grant #R305C10023
-
Citation
-
Rubin, M., Patrick, S. K., & Goldring, E. B. (2017). Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation. Peabody Journal of Education, 92(5), 609–626. https://doi.org/10.1080/0161956X.2017.1368646
Comments
No comment yet! Be the first to add one!