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The Sustainability of Inclusive School Reform.

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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]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=19978626
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