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 - Funding Information:
This research was supported in part by an Institute of Education Sciences Partnership Grant (R305H150018). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education, and such endorsements should not be inferred. For inquiries regarding this article, please contact Holly Menzies, Ph.D., California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90032, USA. hmenzie@calstatela.edu or Kathleen Lynne Lane, Ph.D., BCBA-D., CF-L1, Department of Special Education, College of Education, University of Kansas, 1122 West Campus Road, JRP Room 542, Lawrence, Kansas, 66045, USA. E-Mail: Kathleen.Lane@ku.edu
Publisher Copyright:
© 2022 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
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
JO - Leadership and Policy in Schools
JF - Leadership and Policy in Schools
ER -