Organizational strategies for promoting instructional change: Implementation dynamics in schools working with comprehensive school reform providers

American Educational Research Journal

Volumn 44, Issue 2, 2007, Pages 252-297

  Rowan, Brian ^a,b   Miller, Robert J ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

^b Department of Education ^*  (United States)

Author keywords

Comprehensive school reform; Educational change; Implementation; Instruction; School organization; School reform

Indexed keywords

EID: 34250815585     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831207302498     Document Type: Article

References (38)

1. Berends, M., Bodilly, S. J., & Kirby, S. N. (2002). Facing the challenges of whole-school reform: New American schools after a decade. Santa Monica, CA; RAND.
2. Berman, P. (1980). Thinking about programmed and adaptive implementation: Matching strategies to situations. In H. M. Ingram & D. E. Mann (Eds.), Why policies succeed or'fail (pp. 205-228). Beverly Hills, CA: Sage.
3. Berman, P., & McLaughlin, M. (1975). Federal programs supporting educational Change; Vol. 4. The findings in review. Santa Monica, CA: RAND.
4. Bodilly, S.J. (1998). Lessons from New American Schools'scale-up phase: Prospects for bringing designs to multiple schools, Santa Monica, CA: RAND.
5. Bryk, A. S., Camburn, E., & Louis, K. S. (1996). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35, 751-781.
6. Camburn, E., & Barnes, C. (2004). Assessing the validity of a language arts instruction log through triangulation. Elementary School Journal, 105, 49-74,
7. Coburn, C. E. (2005). Shaping teacher sense making: School leaders and the enactment of reading policy. Educational Policy, .75(4), 476-509.
8. Cohen, D. K., & Spillane, J. P. (1992). Policy and practice: The relations between governance and instruction. Review of Research in Education, 18, 3-49.
9. Correnti, R., & Rowan, B. (2006, April). Opening up the black box: Literacy instruction in schools participating in three comprehensive school reform programs. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
10. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1880-1990 (2nd ed.). New York: Teachers College Press.
11. Datnow, A., & Castellano, M. (2000). Teachers' response to Success for All: How beliefs, experiences, and adaptations shape implementation. American Educational Research Journal, 37(3), 775-799.
12. Desimone, L. (2000). Making comprehensive school reform work: Lessons from implementation research. New York: Columbia University, Teachers College, Clearinghouse on Urban Education, Institute for Urban and Minority Education.
13. Desimone, L. (2002). How can comprehensive school reform models be implemented? Review of Educational Research, 72(3), 433-480.
14. Eisenhardt, K. M. (1989). Agency theory: An assessment and review. Academy of Management Review, 14, 57-74.
15. Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1-26.
16. Elmore, R. F., & McLaughlin, M. W. (1988). Steady work: Policy, practice, and the reform of American education. Santa Monica, CA: RAND.
17. Firestone, W. A., & Corbett, H. D. (1988). Planned educational change. In N. J. Boyan (Ed.), Handbook of research on educational administration (pp. 321-340). White Plains, NY: Longman.
18. Fullan, M. G. (1991). The new meaning of educational change. New York: Teachers College Press.
19. Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. Albany: State University of New York Press.
20. Kiser, E. (1999). Comparing varieties of agency theory in economics, political science, and sociology: An illustration from state policy implementation. Sociological Theory, 17, 146-170.
21. Leithwood, K., & Montgomery, D. J. (1982). The role of the elementary school principal in program improvement. Review of Educational Research, 52(3), 309-339.
22. Levin, H. M. (1997). Raising school productivity: An x-efficiency approach. Economics of Education Review, 16, 303-311.
23. Linacre, J.M. & Wright, B.D. (2000). A user's guide to WINSTEPS Rasch model computer program. Chicago, IL: MESA Press.
24. Louis, K. S., Marks, H. M., & Kruse, S. D. (1996). Teachers' professional community in restructuring schools. American Journal of Education, 33, 757-798.
25. March, J. G., & Simon, H. A. (1958). Organizations. New York: John Wiley.
26. Ouchi, W. G. (1980). Markets, bureaucracies, and clans. Administrative Science Quarterly, 25(3), 129-141.
27. Perrow, C. (1986). Complex organizations: A critical essay. New York: McGraw-Hill.
28. Raudenbush, S.,W., & Bryk, A. S. (2002). Hierarchical linear models (2nd ed.). Thousand Oaks, CA: Sage.
29. Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2004). HIM 6.0[Computer software], Lincolnwood, IL: Scientific Software International.
30. Ross, S. M., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., & Lowther, D. (1997). The success of schools in implementing eight restructuring designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement, 5(1), 45-71.
31. Rowan, B. (1990). Commitment and control: Alternative strategies for the organizational design of schools. Review of Research in Education, 16, 353-389.
32. Rowan, B., Camburn, E., & Barnes, C. (2004). Benefiting from comprehensive school reform: A review of research on CSR implementation. In C. Cross (Ed.), Putting the pieces together Lessons from comprehensive school reform research (pp. 1-52). Washington, D.C.: National Clearinghouse for Comprehensive School Reform.
33. Rowan, B., & Correnti, R. (2006, April). Interventions to improve instruction: How implementation strategies affect instructional change. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
34. Rowan, B, & Miskel C. G. (1999). Institutional theory and the study of educational organizations. In J. Murphy & K. S. Lewis (Eds.), Handbook of research on educational administration. San Francisco: Jossey-Bass.
35. Shapiro, S. (1987). The social control of impersonal trust. American Journal of Sociology, 93, 623-658.
36. Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431.
37. Weiss, C. H., & Cambone, J. (1994). Principals, shared decision making and school reform. Educational Evaluation and Policy Analysis, 75(3), 287-301.
38. Wilkens, A. L., & Ouchi, W, G. (1983). Efficient cultures: Exploring the relationship between culture and organizational performance. Administrative Science Quarterly, 28(5), 468-481.