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ERIC Number: ED432619
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
Institutional Constraints on Implementing School Reform: Lessons from Chicago.
Sunderman, Gail L.; Nardini, Gloria
The role of external partners in school reform in Chicago (Illinois) was studied. The first section of this paper outlines the analytical perspective that guides the study, expressing the view that unless the institutional structure of the system as a whole and teacher autonomy are figured into the design of the program, institutionalizing long-term change is unlikely. The second section presents a brief summary of school reform in Chicago under the 1995 Chicago School Reform Amendatory Act. This section also describes the specific intervention program provided by one partner followed in the study, the LEARN program. LEARN (pseudonym) focused on teachers' instructional practices through a professional development program. The third section describes the research design and data collection strategies, and the fourth section contains findings. "The LEARN program was evaluated through 70 interviews with teachers, administrators, and program staff and 30 classroom observations." Study of the LEARN program provided many insights into institutionalizing school reform, but one of the most important findings is the importance of considering the broader institutional environment of school systems. (Contains 3 tables and 16 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.