Understanding Teachers' Adoption of a Comprehensive Reform Program

被引：1

作者：

Menzies, Holly M. ^{[1
,5
]}

Oakes, Wendy Peia ^{[2
]}

Lane, Kathleen Lynne ^{[3
,6
]}

Royer, David James ^{[4
]}

Buckman, Mark Matthew ^{[3
]}

机构：

[1] Calif State Univ Los Angeles, Coll Educ, Los Angeles, CA 90032 USA

[2] Arizona State Univ, Mary Lou Fulton Teachers Coll, Tempe, AZ USA

[3] Univ Kansas, Dept Special Educ, Lawrence, KS 66045 USA

[4] Univ Louisville, Coll Educ & Human Dev, Louisville, KY 40292 USA

[5] Calif State Univ Los Angeles, 5151 State Univ Dr, Los Angeles, CA 90032 USA

[6] Univ Kansas, Coll Educ, Dept Special Educ, 1122 West Campus Rd,JRP Room 542, Lawrence, KS 66045 USA

来源：

LEADERSHIP AND POLICY IN SCHOOLS | 2023年 / 22卷 / 04期

关键词：

SCHOOL-REFORM; IMPLEMENTATION; SUSTAINABILITY; INTERVENTIONS; SUPPORTS; MODELS; POLICY; PBIS;

D O I：

10.1080/15700763.2022.2081213

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined perceptions of teachers who implemented a comprehensive school reform, the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention. We report findings of four focus groups with a total of 18 middle and high school teachers who had implemented Ci3T for two years. We used sensemaking as a theoretical framework to understand discourse that signaled teachers' buy-in, or opposition to, implementing this integrated tiered system of support. Findings may help administrators tailor reform efforts at their own school sites to be responsive to teachers' concerns. We conclude with a discussion of limitations and future directions for inquiry.

引用

页码：1066 / 1081

页数：16

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