Reform as Learning : When School Reform Collides with School Culture and Community Politics

This Book explores the full range of critical issues pertaining to urban school reform by looking closely at the recent reform efforts in San Diego. Drawing on the systemic school reform initiative that was launched in San Diego in the 1990's, this book provides a unique focus on the real action "on the ground" to explore all layers of the school reform process-from leadership in the central office, to work with principals and teachers, to the impact on how teachers worked with students in the classroom. In order to provide an account of the actual enactment of reform, the authors draw on careful ethnographic research collected over the entire four years of the San Diego reforms. They identify not only how teachers, principals, and other district educators were shaped by the large-scale reforms, but also the ways in which the reform unfolded. In doing, the book identifies more broadly how actors throughout a school system can change the views of leaders and impact the larger reform process. Looking closely at the recent reform efforts in San Diego, this book explores the full range of critical issues pertaining to urban school reform. Drawing on the systemic school reform initiative that was launched in San Diego in the 1990s, this book explores all layers of the school reform process - from leadership in the central office, to work with principals and teachers, to the impact on how teachers worked with students in the classroom. The authors draw on careful ethnographic research collected over the entire four years of the San Diego reforms, in order to identify, not only how teachers, principals and other district educators were shaped by the large-scale reforms, but also the ways in which the reform unfolded. In doing so, the book shows more broadly how actors throughout a school system can change the views of leaders and impact the larger reform process. Using Theory To Understand The San Diego Reform -- Using Research To Understand The San Diego Reform -- History Of Reform In New York City's Community School District #2 -- Using District Leaders' Theory Of Action To Understand The San Diego Reform -- Learning In Classrooms : The Enactment Of The Reform Between Teachers And Students -- Learning In Teacher Professional Development : The Enactment Of Reform Between Teachers And School Leaders -- Learning In Leadership Professional Development : The Enactment Of Reform Between School Leaders And Instructional Leaders -- Demystifying The Gap Between Theory And Practice In The San Diego City Schools Reform -- Changes In The Reform : Influences Of Technical Constraints And Cultural And Political Conflict -- Conclusion. Lea Hubbard, Hugh Mehan, And Mary Kay Stein. Includes Bibliographical References (p. 275-293) And Index. Using theory to understand the San Diego reforms Using research to understand the San Diego reform History of reform in New York Citys Community District Using district leaders theory of action to understand the San Diego reform from 1998 to 2002 Learning in classrooms : the enactment of the reform between teachers and students Learning in teacher professional development : the enactment of reform between teachers and school leaders Learning in leadership professional development : the enactment of reform between school leaders and instructional leaders Demystifying the gap between theory and practice in the SDCS reform Changes in the reform influenced by technical constraints, cultural and political conflict Conclusions. Drawing on ethnographic research collected over the San Diego reforms, this book identifies how teachers, principles, and other district educators were shaped by the large-scale reforms and the ways in which the reforms unfolded. It also shows how actors throughout a school system can change the views of leaders and impact the reform process Drawing on careful ethnographic research collected over the entire four years of the San Diego reforms, this book identifies how teachers, principles, and other district educators were shaped by the large-scale reforms and the ways in which the reforms unfolded.