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Systemic Supports for Schools Serving Students Placed at Risk by Sam Stringfield & Amanda Datnow - 2002In 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol. 101, No. 2. |
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- 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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