Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
Item
Title
Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
Abstract/Description
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.
Author/creator
Date
In publication
Series
Volume
92
Issue
5
Pages
609-626
IRE Approach/Concept
ISSN
0161-956X
1532-7930
Grant funding
Institute of Education Sciences (IES)
Grant number
Institute of Education Sciences Grant #R305C10023
Citation
Rubin, M., Patrick, S. K., & Goldring, E. B. (2017). Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation. Peabody Journal of Education, 92(5), 609–626. https://doi.org/10.1080/0161956X.2017.1368646
Linked resources
Filter by property
| Title | Alternate label | Class |
|---|---|---|
| Peabody Journal of Education [Special Issue]: New Frontiers in Scaling Up Research |
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