Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All

Autor/inn/en	Park, Vicki; Datnow, Amanda
Titel	Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All
Quelle	In: Peabody Journal of Education, 83 (2008) 3, S.400-422 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	School Restructuring; Educational Change; Learning Processes; Emergent Literacy; Professional Development; Teaching Methods; Educational Policy; Nonprofit Organizations; Academic Achievement; Educational Improvement; Intervention; Case Studies; Cooperation + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bildungsreform; Learning process; Lernprozess; Frühleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Nonprofit-Organisation; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Co-operation; Kooperation
Abstract	This article focuses on how the Success for All Foundation (SFAF)--the nonprofit intermediary organization that promotes Success for All--works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional development and the types of relationships the organization cultivates with practitioners. At a glance, although much of the theory, strategy, and tools driving the SFAF's approach to school reform seem technically oriented and highly prescribed, our investigation indicates that the deeper process of creating knowledge for school improvement is a collaborative, situated endeavor. Moreover, the study reveals that the process of learning and professional development within the program is a result of the ongoing, dynamic interplay among the SFAF, local conditions, and the broader policy context. Implications for policy and practice are discussed. (Contains 1 footnote.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10