The Sustainability of Inclusive School Reform

Item

Title: The Sustainability of Inclusive School Reform
Abstract/Description: For over a decade, University of Florida researchers worked with middle schools in a large urban and suburban south Florida district, as they developed and then worked to sustain inclusive reform. One middle school, Socrates, was notably successful, having built its inclusion model on a foundation of previous reform and a school culture characterized by shared decision making, collaboration, and teaming. For 4 years, we studied Socrates and the sustainability of its program. Inclusion was not sustained; our analysis of teacher and administrator interviews revealed three primary factors that help explain why: leadership change, teacher turnover, and state and district assessment policy change. Reduced support for the program, a by-product of the primary factors, also contributed to the lack of sustainability.
Author/creator: Sindelar, Paul T.; Shearer, Deirdre K.; Yendol-Hoppey, Diane; Liebert, Todd W.
Date: 2006
In publication: Exceptional Children
Volume: 72
Issue: 3
Pages: 317-331
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Language: en
Open access/full-text available: en Yes
Peer reviewed: en Yes
ISSN: 0014-4029
DOI: 10.1177/001440290607200304
URL: Official Publisher's Webpage (SAGE Journals); Open Access PDF (University of North Carolina Wilmington)
Citation: Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The Sustainability of Inclusive School Reform. Exceptional Children, 72(3), 317–331. https://doi.org/10.1177/001440290607200304
Cited in: Scale and Sustainability of Education Innovation and Improvement

Item sets: OB Citations - Scale and Sustainability of Education Innovation and Improvement

Annotations

There are no annotations for this resource.