Literaturnachweis - Detailanzeige
Autor/inn/en | Rowan, Brian; Miller, Robert J. |
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Titel | Organizational Strategies for Promoting Instructional Change: Implementation Dynamics in Schools Working with Comprehensive School Reform Providers |
Quelle | In: American Educational Research Journal, 44 (2007) 2, S.252-297 (46 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831207302498 |
Schlagwörter | School Restructuring; Instructional Improvement; Program Implementation; Acceleration (Education); Educational Change; Teaching Methods; Change Strategies; Elementary Schools; Teacher Motivation; Teacher Attitudes; Conventional Instruction; Social Influences; Cultural Influences; Instructional Leadership; Teacher Collaboration; Professional Autonomy; Hypothesis Testing; United States Schulreformplan; Schulumwandlung; Unterrichtsqualität; Acceleration; Beschleunigung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lösungsstrategie; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Sozialer Einfluss; Cultural influence; Kultureinfluss; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerkooperation; Berufsfreiheit; Hypothesenprüfung; Hypothesentest; USA |
Abstract | This article develops a conceptual framework for studying how three comprehensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce instructional change, the America's Choice program as using a model of professional control, and the Success for All program as using a model of procedural control. Predictable differences in patterns of organizing for instructional improvement emerged across schools working with these three programs, and these patterns were found to be systematically related to patterns of program implementation. In particular, the two CSR programs that were organized to produce instructional standardization produced higher levels of instructional change in the schools where they worked. The results of the study suggest organizational strategies program developers can use to obtain implementation fidelity in instructional change initiatives. (Contains 5 figures, 2 tables and 6 notes.) (Author). |
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 |