Chapter

Supporting

Donald J. Peurach

in Seeing Complexity in Public Education

Published in print September 2011 | ISBN: 9780199736539
Published online September 2011 | e-ISBN: 9780199914593 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199736539.003.0015
Supporting

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This chapter examines SFAF’s work devising supports for implementing its comprehensive school reform program at scale, in large numbers of chronically-underperforming schools. The chapter details components of SFAF’s strategy for supporting implementation: an extensive program adoption process; a replication process that combined detailed elaboration of intended practice with extensive scaffolding opportunities; and a developmental sequence intended to take schools from novice to expert users of the program. Further, the chapter continues to develop the paradox from Chapter 1. On the one hand, SFAF’s support for implementation increased the possibility of effecting professional practice and learning in large numbers of underperforming schools. On the other hand, these same supports increased the risk of bureaucratic and/or technocratic interpretations of the program. Finally, the chapter continues to examine enthusiasm and criticism that arose from Success for All’s early efforts: in this case, among the teachers using the program.

Keywords: implementation; program adoption; elaboration; scaffolding; developmental sequence; novice use; expert use; professional practice; bureaucratic interpretation; technocratic interpretation

Chapter.  15287 words. 

Subjects: Developmental Psychology

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