Chapter

Whole-School Change

Laura M. Desimone

in Toward Positive Youth Development

Published in print June 2008 | ISBN: 9780195327892
Published online April 2010 | e-ISBN: 9780199301478 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195327892.003.0009
Whole-School Change

Show Summary Details

Preview

Policy attributes theory posits that the success of whole-school change efforts depends on six attributes: (1) consistency with other reforms, and consistency between the reform's knowledge demands and teacher capacity; (2) specificity in terms of guidance and professional development offered and teaching requirements of the reform, and links between specific implementation levels and effects; (3) authority of the reform operationalized as teacher, principal, and district support and buy-in; (4) power as measured by the actual and perceived rewards and sanctions associated with successful implementation; (5) stability of relevant actors and policies; and (6) the comprehensiveness of the implementation system, conceptualized as the degree to which each of the other five attributes are being implemented. This chapter discusses how each of the six attributes is related to the strength and type of implementation of whole-school reform efforts and how to measure each.

Keywords: whole-school change; comprehensive school reform; policy attributes theory; consistency; specificity; authority; power; stability; comprehensiveness

Chapter.  7799 words. 

Subjects: Developmental Psychology

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.