Bibliographic Details
| Title: |
The Sustainability of Inclusive School Reform. |
| Authors: |
SINDELAR, PAUL T., SHEARER, DEIRDRE K., YENDOL-HOPPEY, DIANE, LIEBERT, TODD W. |
| Source: |
Exceptional Children. Spring2006, Vol. 72 Issue 3, p317-331. 15p. 2 Charts, 1 Graph. |
| Subjects: |
Educational change, Educational planning, Educational innovations, Education, Educational programs, Educational sociology, Continuous progress programs, Middle schools, Universities & colleges |
| Geographic Terms: |
Florida |
| Abstract: |
For over a decade. University of Florida researchers worked with middle schools in a Urge urban and suburban south Florida district, as they developed and then worked to sustain inclusive reform. One middle school Socrates, was notably successful, having built its inclusion model on a foundation of previous reform and a school culture characterized by shared decision making, collaboration, and teaming. For 4 years, we studied Socrates and the sustainability of its program. Inclusion was not sustained; our analysis of teacher and administrator interviews revealed three primary factors that help explain why: leadership change, teacher turnover, and state and district assessment policy change. Reduced support for the program, a by-product of the primary factors, also contributed to the lack of sustainability. [ABSTRACT FROM AUTHOR] |
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| Database: |
Psychology and Behavioral Sciences Collection |
