Whole-School Reform from the inside

Lytle, James H.

doi:10.1177/003172170208400213

Cited by 7 publications

(3 citation statements)

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“…The status quo of noncollaborative work has been difficult to change (Saltmarsh, Wooding, & McLellan, 2014). This is in part because schools are inclined to pursue partnerships that do not radically change or restructure their established institutional practices (Edwards & Kinti, 2010;Lieberman, 1992;Sarason, 1982). When reform-focused partnerships such as research-practice partnerships do emerge, they often do so at the margins of their institutions, where they are not effectively able to succeed in reforming either institution (Darling-Hammond, 1994).…”

Section: Building Organizational Infrastructurementioning

confidence: 99%

The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education

Phelps

2019

Teachers College Record: The Voice of Scholarship in Education

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Background Partnerships between schools and universities are increasingly advocated as a way to bridge the research–practice gap in education. Empirical research has revealed a wide variety of benefits that these partnerships can bring to merging research and practice. Yet, empirical studies also demonstrate that merging research and practice through partnerships at local sites is neither straightforward nor a guaranteed process. Rather, it is a fragile process fraught with tension that often stems from the relationship between the school and university partners. Purpose Kornfeld and Leyden reflected that if schools and universities are to successfully partner, they “should be ever mindful of … the infinite complexities and potential pitfalls in the relationship.” The purpose of this literature review is to document these complexities and pitfalls more fully so that schools and universities involved in partnerships can have more realistic expectations of the demanding work entailed in maintaining healthy relationships. Realistic expectations can help school and university partners to more successfully navigate the fragility of their work. Furthermore, the research literature suggests that when partners work collaboratively to address these challenges, they will strengthen their relationships. Research Design A literature review was conducted using an intellectual social network analysis and an extensive database search. A total of 56 studies were selected for analysis using relevant inclusion and exclusion criteria. Findings The 56 studies reveal that challenges to maintaining partnerships emerge from the differences in schools and universities along three high-level categories: organizational structures, discourse practices, and power relations. Yet, schools and universities can mitigate these challenges by working together to collaboratively build organizational infrastructure, shared meaning, and trusting relationships. Recommendations Schools and universities that partner to close the gap between research and practice at local sites should be mindful of the ways that their differences in organizational structures, discourse practices, and power relations can complicate their work together. At the same time, schools and universities can strengthen their relationships by intentionally working to collaboratively build organizational infrastructure, shared meaning, and trusting relationships. By working to reconcile the differences between themselves, schools and universities can better learn how to navigate the fragility inherent in their partnership.

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Section: Building Organizational Infrastructurementioning

confidence: 99%

The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education

Phelps

2019

Teachers College Record: The Voice of Scholarship in Education

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“…If there are multiple reasons to examine SEAs, this is also a propitious time to look at the comprehensive school reform movement. Currently, that movement is simultaneously becoming larger and more sharply questioned (Berends, Kirby, Naftel, & McKelvey, 2001;Desimone, 2002;Lytle, 2002;Sack, 2002;Viadero, 2001). As of this writing, the long-term prospects of the CSRD program are uncertain.…”

Section: Why Csrdmentioning

confidence: 99%

The Roles of State Departments of Education As Policy Intermediaries: Two Cases

Hamann¹,

Lane

2004

Educational Policy

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As the variety of state education agency (SEA) responses to the No Child Left Behind Act of 2001 demonstrates, different SEAs interpret the same federal educational policy differently. Nonetheless, little research has depicted how federal policies are changed by SEA-based policy intermediaries. Using an “ethnography of educational policy” approach, this article offers two illustrations of mediation processes at the SEA level: Maine’s and Puerto Rico’s initial attempts to implement the federal Comprehensive School Reform Demonstration program. Both attempts show that the mediation process is inevitable and that its general direction can be predicted: Policies will be adapted in ways that better correspond with local problem diagnoses, understandings, and habits of action. The study leaves intact McLaughlin’s assertion that local negotiation and reframing of policy can be a source of improvement or added value. Such improvement is more likely if an expectation of mediation is explicitly accounted for and if what counts as improvement reflects local mores.

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“…And rarely do reform models consider local contexts or build their programs around local district expertise. 8 In contrast, these features -combining student learning and teacher…”

Section: Elements For Successmentioning

confidence: 99%

An Innovative Professional Development Program for Urban Teachers

Foster¹

2004

Phi Delta Kappan

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Whole-School Reform from the inside

Cited by 7 publications

References 0 publications

The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education

The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education

The Roles of State Departments of Education As Policy Intermediaries: Two Cases

An Innovative Professional Development Program for Urban Teachers

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