Structural changes necessary in detracking efforts challenge not only the technical dimensions of schooling, but also normative and political dimensions. We argue that reform confronts fundamental issues power, control, legitimacy are played out ideological struggles over meaning knowledge, intelligence, ability, merit. This article presents results from a three-year longitudinal case study ten racially socioeconomically mixed secondary schools participating reform. connect prevailing norms...

Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention ensure students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered extensive interviews observations two SFA schools examine how teachers respond their beliefs, experiences, programmatic adaptations influence implementation. We found fell into four distinct categories ranging from strong support resistance. Support did...

The purpose of this article is to improve our understanding data-driven decision-making strategies that are initiated at the district or system level. We apply principal-agent theory analysis qualitative data gathered in a case study 4 urban school systems. Our findings suggest educators level need not only systemic support but also enough autonomy make site-level decisions on basis data. Secondly, we found building expertise and capacity site for necessary sufficient condition success....

This article addresses the sustainability of comprehensive school reform(CSR) models in face turbulent district and state contexts. It draws on qualitative data gathered a longitudinal case study six CSR implemented 13 schools one urban district. Why do reforms sustain some not others? How changing contexts influence reform schools? After 3 years, efforts ceased 6 studied; two other were still implementing but at very low levels. Only 5 continued to implement their with moderate high levels...

In this article we summarize major findings from diverse, multiyear studies conducted by the Systemic and Policy Research team of Center for on Education Students Placed At Risk. This is based 16 projects more than 300 case studies, majority which have been multimethod. We conclude that efforts to implement diverse reforms are likely be effective when educators at various levels (e.g., state, district, reform design team, school) share goals work in concert co-construct highly reliable...

The purpose of this paper is to examine leadership practices in school systems that are implementing data-driven decision-making employing the theory distributed leadership. With advent No Child Left Behind Act 2001 (NCLB) US, educational leaders now required analyse, interpret and use data make informed decisions all areas education, ranging from professional development student learning. emphasis on bring about improved outcomes relatively a new feature education reform landscape thus...

Background Data use has been promoted as a panacea for instructional improvement. However, the field lacks detailed understanding of how teachers actually assessment data to inform instruction and factors that shape this process. Purpose This article provides review literature on teachers’ instruction. We draw primarily empirical studies have published in past decade, most which conducted data-driven decision making came into more widespread use. The reviews research types instruction,...

Andy Hargreaves is internationally renowned for his work on many topics related to educational change. His how change shapes teachers’ work, particularly with respect teacher collaboration, well exemplified in award-winning 1994 volume, Changing Teachers, Times: Teachers’ Work and Culture the Postmodern Age. In this he taught us important difference between collaborative cultures contrived collegiality. This article will bring Hargreaves’ ideas about collaboration bear as I investigate a...

The expectation that educators will use data in the service of school improvement and planning is a major feature national local reform agendas. Prior research has found principal plays critical role making policymakers' visions for reality at classroom levels. Most prior studies, however, have not fleshed out how functions as key agent influencing other players use. This article illustrate actions principal, teachers, students, district personnel through simulation models leadership we...

Purpose An increasing number of schools and districts across the US are requiring teachers to collaborate for purpose data‐driven decision making. Research suggests that both data use teacher collaboration important ingredients in school improvement process. Existing studies also reveal complexities importance context shaping teachers’ collaborative work, especially with data. Yet, intersection has been understudied. The this paper is examine affordances constraints exist established time...

Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional making. Drawing on from qualitative case study four elementary schools, we examine the logic patterns teacher differentiation ability grouping. We find that district policies conditioned teachers’ through mandated time differentiation, curricular tools, online program adoption. Educators used various strategies reflecting different...

This article addresses issues of leadership in school reform with respect to the roles principal and facilitator, a teacher who works full-time support activities. The Success for All model is used as case point because it, like many other reforms, views critical success. Using qualitative data gathered six schools, this focuses on how shaped was by successes challenges faced facilitators occupying position leadership. discusses relationships, tensions ambiguities, power dynamics that...

States, districts, and schools are promoting attempting whole school improvement through the use of externally developed reform designs. This article examines how why adopt reforms consequences those processes for implementation sustainability. Case study data presented on 22 schools, three types adoption discussed: (a) districts encouraging to choose among a set reforms; (b) pushing particular reform; (c) principals bringing designs their schools. In no case did impetus arise teachers in...

Analysis of qualitative data reveals that the formal and informal peer networks African American students in predominantly White elite independent schools support these students' academic success, create opportunities for them to reaffirm their racial identities, facilitate adjustment settings are otherwise difficult Blacks toit into. Contrasted research showing adopting academically successful behaviors leads Black being labeled as acting White, sampled made social gains within school when...

This article provides a context for understanding how social networks among teachers support or constrain school improvement in terms of instructional practice, professional development, and educational reform. It comments on the articles this special issue, summarizing their contributions to field. analysis reveals several important lessons including finding that teachers' can be leveraged work toward positive change, yet may also thwart change. Moreover, architecture change during process...

The expectation that teachers will use student achievement data to improve their instruction is a major feature of national and local reform agendas. theory action behind data-driven decision making mostly causal model professional action, whereby diagnose weaknesses implement solutions. purpose this article examine how high school teachers, situated within policy work contexts, inform instructional decisions. Using framework draws upon sense-making co-construction theories on...

This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The focused on: (a) the actions at state district levels that facilitated or inhibited implementation; (b) adaptability various reforms in multicultural, multilingual contexts; (c) student achievement outcomes associated with reform, for as whole language minority students particular. Some implemented bilingual education...