Literaturnachweis - Detailanzeige
| Autor/inn/en | Menzies, Holly M.; Oakes, Wendy Peia; Lane, Kathleen Lynne; Royer, David James; Buckman, Mark Matthew |
|---|---|
| Titel | Understanding Teachers' Adoption of a Comprehensive Reform Program |
| Quelle | In: Leadership and Policy in Schools, 22 (2023) 4, S.1066-1081 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Menzies, Holly M.) ORCID (Oakes, Wendy Peia) ORCID (Lane, Kathleen Lynne) ORCID (Royer, David James) ORCID (Buckman, Mark Matthew) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| DOI | 10.1080/15700763.2022.2081213 |
| Schlagwörter | Educational Change; Teacher Attitudes; Teacher Administrator Relationship; Teacher Student Relationship; Middle School Teachers; High School Teachers; Adoption (Ideas); Multi Tiered Systems of Support; Program Effectiveness |
| Abstract | This study examined perceptions of teachers who implemented a comprehensive school reform, the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention. We report findings of four focus groups with a total of 18 middle and high school teachers who had implemented Ci3T for two years. We used sensemaking as a theoretical framework to understand discourse that signaled teachers' buy-in, or opposition to, implementing this integrated tiered system of support. Findings may help administrators tailor reform efforts at their own school sites to be responsive to teachers' concerns. We conclude with a discussion of limitations and future directions for inquiry. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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