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ERIC Number: ED401296
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
Developing a Mid-Range Theory To Make Sense of Scaling-Up School Reform: A Cross-Site Case Study of Chicago Public Schools.
Mead, James V.; Simon, Stacy
This paper reports the results from a cross-case analysis of a series of individual case studies in "successful" Chicago (Illinois) schools. Success was defined as demonstrating learning gains in student assessments. Taking this output approach, researchers confirmed the frequently reported findings from reform process case studies that successful schools create, maintain, and communicate a vision with an educational focus in the "steady work" fashion. Furthermore, these successful school used a process of local adaptation to make reform efforts fit into their environment. These are significant findings in that they replicate findings normally attributed to case studies that examine a singular reform effort or process. It is argued that these findings and backward mapping theory lead to the consideration of the output of reform, rather than its processes, as the appropriate target for future mid-level or system-wide theory development. The paper concludes with some speculation about using fractal modeling techniques to simulate reform output over large-scale systems. (Contains 1 figure and 22 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.; Lloyd A. Fry Foundation, Chicago, IL.; Chicago Panel on School Policy, IL.
Authoring Institution: N/A