ERIC Number: EJ1157622
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
Rubin, Mollie; Patrick, Susan Kemper; Goldring, Ellen B.
Peabody Journal of Education, v92 n5 p609-626 2017
This paper studies the early implementation of a school improvement effort in two high schools. We examine what explains variation in the teacher adoption of program practices. Our findings highlight the tension between encouraging immediate adoption of program practices and the longer term goals of schoolwide culture change. We find that highly structured practices and those that are already aligned with teachers' extant beliefs and classroom practices can be implemented with little preexisting capacity. These conditions could also lead to more consistent and quicker initial adoption. However, this type of implementation might not encourage sufficient understanding of program goals and may inhibit the diffusion of practices into the school culture. Findings highlight dilemmas associated with program practices when the goal is to bring educational reforms to scale.
Descriptors: Program Implementation, Alignment (Education), Educational Practices, High Schools, Educational Improvement, Educational Change, School Culture, Adoption (Ideas), Beliefs, Performance Factors, Semi Structured Interviews, Focus Groups, Teacher Surveys, Student Surveys, Administrator Surveys, Scheduling, Capacity Building, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305C100023