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Systemic Supports for Schools Serving Students Placed at Risk


by Sam Stringfield & Amanda Datnow — 2002

In this final chapter we address three interrelated areas. First, we review some of the major points of previous chapters, concluding that they indicate a need for coherent, systemic supports for effective student-, teacher-, or school-level reforms. Second, we argue that the type of systemic support most likely to be effective would be a “metareform,” or overarching logic of reform guiding any specific school or classroom-level reform. This “meta-reform” must focus on heightening the reliability of any school-based reform. Third, we discuss the complexities of school reform, and review studies indicating that these multilevel challenges drive would-be reformers to a “co-construction” orientation, in which participants at various levels all have meaningful input into processes, agreed-upon structures, and outcomes.


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This article originally appeared as NSSE Yearbook Vol. 101, No. 2.


Cite This Article as: Teachers College Record Volume 104 Number 10, 2002, p. 269-288
http://www.tcrecord.org ID Number: 18655, Date Accessed: 12/13/2017 7:38:07 PM

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About the Author
  • Sam Stringfield
    Johns Hopkins University
    E-mail Author
    SAM STRINGFIELD is a Principal Research Scientist in the Center for Social Organization of Schools at Johns Hopkins University.
  • Amanda Datnow
    University of Toronto
    E-mail Author
    AMANDA DATNOW is an Assistant Professor in the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto.
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