Five Myths of School Turnaround Policy and Practice
Item
Title
Five Myths of School Turnaround Policy and Practice
Abstract/Description
Despite the intensity of funding and numerous intervention efforts in recent school turnaround initiatives, many perspectives, practices, and policies specific to school turnaround appear to be at odds with organizational theory. Yet, many actors in research, policy, and practice arenas appear convinced that their steadfastness will eventually be rewarded. In this article, we identify five myths of school turnaround perpetuated by policy and practice that can often inhibit dramatic positive change in our nation’s lowest-performing schools. We conclude by suggesting alternative ways forward that are better aligned with organization change theory and research.
Author/creator
Date
In publication
Volume
16
Issue
3
Pages
502-523
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
IRE Approach/Concept
Open access/full-text available
No
Peer reviewed
Yes
ISSN
1570-0763
Citation
Meyers, C. V., & Smylie, M. A. (2017). Five Myths of School Turnaround Policy and Practice. Leadership and Policy in Schools, 16(3), 502–523. https://doi.org/10.1080/15700763.2016.1270333
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