TY - JOUR
T1 - Understanding Teachers’ Adoption of a Comprehensive Reform Program
AU - Menzies, Holly M.
AU - Oakes, Wendy Peia
AU - Lane, Kathleen Lynne
AU - Royer, David James
AU - Buckman, Mark Matthew
N1 - Publisher Copyright:
© 2022 Taylor & Francis Group, LLC.
PY - 2023
Y1 - 2023
N2 - This study examined perceptions of teachers who implemented a comprehensive school reform, the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention. We report findings of four focus groups with a total of 18 middle and high school teachers who had implemented Ci3T for two years. We used sensemaking as a theoretical framework to understand discourse that signaled teachers’ buy-in, or opposition to, implementing this integrated tiered system of support. Findings may help administrators tailor reform efforts at their own school sites to be responsive to teachers’ concerns. We conclude with a discussion of limitations and future directions for inquiry.
AB - This study examined perceptions of teachers who implemented a comprehensive school reform, the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention. We report findings of four focus groups with a total of 18 middle and high school teachers who had implemented Ci3T for two years. We used sensemaking as a theoretical framework to understand discourse that signaled teachers’ buy-in, or opposition to, implementing this integrated tiered system of support. Findings may help administrators tailor reform efforts at their own school sites to be responsive to teachers’ concerns. We conclude with a discussion of limitations and future directions for inquiry.
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U2 - 10.1080/15700763.2022.2081213
DO - 10.1080/15700763.2022.2081213
M3 - Article
AN - SCOPUS:85131681792
SN - 1570-0763
VL - 22
SP - 1066
EP - 1081
JO - Leadership and Policy in Schools
JF - Leadership and Policy in Schools
IS - 4
ER -