Inside School Turnaround: What Drives Success?

Autor/inn/en	Hill, Kirsten Lee; Desimone, Laura; Wolford, Tonya; Reitano, Adrienne; Porter, Andrew
Titel	Inside School Turnaround: What Drives Success?
Quelle	In: Journal of Educational Change, 24 (2023) 3, S.393-423 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hill, Kirsten Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-022-09450-w
Schlagwörter	School Turnaround; Educational Change; Change Strategies; Educational Improvement; Program Implementation; Program Effectiveness; Models; Academic Achievement; Success; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Bildungsreform; Lösungsstrategie; Teaching improvement; Unterrichtsentwicklung; Analogiemodell; Schulleistung; Erfolg
Abstract	This study proposes an empirically grounded theory of how school reform implementation relates to effectiveness, useful for developing and studying many approaches to school reform both in the U.S. and abroad, and also for assessing how policymakers and implementers might leverage various aspects of implementation to create effective school improvement models at scale. Guided by a new framework that links Bryk and colleagues' (2010) five essential supports and as reported by Desimone's (2002) adaptation of Porter and colleagues' (1986) policy attributes theory, we use a mixed-methods approach to study the implementation and effectiveness of school turnaround efforts in the School District of Philadelphia. We explore the relationships among key turnaround model components, approaches to model implementation, and academic achievement using a matched comparison design and estimating a series of regressions. Qualitative methods are used to contextualize findings and offer explanatory hypotheses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01