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title: Five Myths of School Turnaround Policy and Practice
created: 2022-07-15T15:51:00+00:00
modified: 2022-08-01T15:15:07+00:00
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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: Meyers, Coby V.
author: Smylie, Mark A.
date: 2017
in publication: Leadership and Policy in Schools
volume: 16
issue: 3
pages: 502-523
resource type: Research/Scholarly Media
status: Published Text
genre: Theoretical
approach concept: Organizational Theory
approach concept: Turnaround
approach concept: Organizational Change
open access: No
peer: Yes
issn: 1570-0763
doi: https://doi.org/10.1080/15700763.2016.1270333
url: https://doi.org/10.1080/15700763.2016.1270333
url: https://www.researchgate.net/publication/312542082_Five_Myths_of_School_Turnaround_Policy_and_Practice
apa: 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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year: 2017
date added: 7/14/2022 14:29
date modified: 7/14/2022 14:29
date accessed: 7/14/2022 14:29
catalog: Taylor and Francis+NEJM
extra: Publisher: Routledge _eprint: https://doi.org/10.1080/15700763.2016.1270333

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https://doi.org/10.1080/15700763.2016.1270333
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312542082 Five Myths of School Turnaround Policy and Practice
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display title: Critical Perspectives on the Contexts of Improvement Research in Education