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ERIC Number: EJ1145862
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0032-0684
Using Policy Attributes Theory to Examine Comprehensive School Reform Implementation in Two Title I Middle Schools
Patterson, Jean A.; Campbell, J. K.; Johnson, Dawn M.; Marx, Gina; Whitener, Mark
Planning and Changing, v44 n1-2 p36-55 2013
Findings from a qualitative study of two Title I middle schools that were in their second year of implementing an externally developed Comprehensive School Reform (CSR) model are presented. Policy attributes theory was used as a framework for examining implementation. The theory argues fidelity of implementation of a CSR is strongest when it is specific, consistent, authoritative, powerful, and stable. All five policy attributes were operating and interacting with each other in different ways that influenced CSR implementation in both schools. CSR is a messy, difficult process that is not easily implemented in the manner designers intend and the pursuit of an ideal of fidelity is questioned.
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A