Sustaining Programs of School, Family, and Community Partnerships: A Qualitative Longitudinal Study of Two Districts

Autor/in	Sanders, Mavis G.
Titel	Sustaining Programs of School, Family, and Community Partnerships: A Qualitative Longitudinal Study of Two Districts
Quelle	In: Educational Policy, 26 (2012) 6, S.845-869 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904811417591
Schlagwörter	Partnerships in Education; Evidence; Comprehensive Programs; Sustainability; State Departments of Education; Qualitative Research; Longitudinal Studies; Performance Factors; Integrated Services; Change Strategies; Educational Change; Community Role; Family Role; Phenomenology; Semi Structured Interviews; Focus Groups; Program Implementation; Leadership Effectiveness; Educational Policy + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Evidenz; Gesamtunterricht; Nachhaltigkeit; Kultusministerium; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungsindikator; Lösungsstrategie; Bildungsreform; Phenomenological psychology; Phänomenologie; Psychologie; Führungseffizienz; Politics of education; Bildungspolitik
Abstract	This study draws from 4 years of qualitative case study data to describe how programmatic and district factors interacted to affect reform sustainability in two school districts--one urban and the other suburban. These districts have been implementing a reform developed by the National Network of Partnership Schools (NNPS) for over a decade. NNPS assists schools, districts, and state departments of education to develop comprehensive programs of school, family, and community partnerships. Findings suggest that reform characteristics, specifically the evidence base, costs, and flexibility of the NNPS reform, and district leadership, specifically district leaders' reform knowledge, professional influence, and reform focus converged to explain, in part, the case districts' success in sustaining the reform. Implications of these findings for reform developers and leaders are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10