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Extending Educational Reform: From One School to Many


reviewed by Stephen Clements — 2003

coverTitle: Extending Educational Reform: From One School to Many
Author(s): Amanda Datnow, Lea Hubbard, and Hugh Mehan
Publisher: Routledge/Falmer, New York
ISBN: 0415240700, Pages: 179, Year: 2002
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Buried within the pages of Tyack and Cuban’s insightful essay collection entitled Tinkering Toward Utopia is the compelling notion that schools themselves change reforms, and are not simply malleable entities that adapt seamlessly to reforms imposed upon them from the outside.  In Extending Educational Reform:  From One School to Many, Amanda Datnow, Lea Hubbard, and Hugh Mehan explore the school and district level policy tug of war process that takes place as recently developed model school reform designs are imported into the context of specific schools.  To aid our understanding of this process, Datnow and her associates articulate a theoretical framework for understanding how reforms are “co-constructed,” or adapted by local educators for use in their own school.  Rather than viewing reform implementation difficulties as proceeding from technical or organizational challenges, the authors here aver that reform adaptation occurs through a complex interaction among structural constraints, cultural features, and personal agency in each school setting.  Accordingly, they argue, understanding the dynamics of conjoining an externally developed school reform design... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1306-1311
http://www.tcrecord.org ID Number: 11141, Date Accessed: 10/23/2017 3:50:29 AM

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About the Author
  • Stephen Clements
    Kentucky Education Professional Standards Board
    E-mail Author
    STEPHEN CLEMENTS is currently supervising research and postsecondary curriculum review activities for Kentucky’s federal HEA Title II teacher quality enhancement grant. Before assuming his current position, he was an assistant professor in the University of Kentucky’s Department of Educational Policy Studies and Evaluation where he remains an adjunct faculty member. He has a Ph.D. in political science from the University of Chicago, and has spent much of his career working in and around education policy. In recent years he has focused in particular on state level policy matters in Kentucky. He has authored or coauthored monographs on Kentucky’s teacher workforce and the postsecondary aspirations of the state’s high school students, and has been involved in evaluations of the state’s professional development system and Lexington’s magnet school program. In addition, he helped design a plan to revamp the state’s education data infrastructure, and serves on Kentucky’s interagency Data Policy Committee to oversee implementation of that plan.
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