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Seeing Complexity in Public EducationProblems, Possibilities, and Success for All$
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Donald Peurach

Print publication date: 2011

Print ISBN-13: 9780199736539

Published to Oxford Scholarship Online: September 2011

DOI: 10.1093/acprof:oso/9780199736539.001.0001

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Supporting

Supporting

Chapter:
(p.62) 2 Supporting
Source:
Seeing Complexity in Public Education
Author(s):

Donald J. Peurach

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199736539.003.0015

This chapter examines SFAF’s work devising supports for implementing its comprehensive school reform program at scale, in large numbers of chronically-underperforming schools. The chapter details components of SFAF’s strategy for supporting implementation: an extensive program adoption process; a replication process that combined detailed elaboration of intended practice with extensive scaffolding opportunities; and a developmental sequence intended to take schools from novice to expert users of the program. Further, the chapter continues to develop the paradox from Chapter 1. On the one hand, SFAF’s support for implementation increased the possibility of effecting professional practice and learning in large numbers of underperforming schools. On the other hand, these same supports increased the risk of bureaucratic and/or technocratic interpretations of the program. Finally, the chapter continues to examine enthusiasm and criticism that arose from Success for All’s early efforts: in this case, among the teachers using the program.

Keywords:   implementation, program adoption, elaboration, scaffolding, developmental sequence, novice use, expert use, professional practice, bureaucratic interpretation, technocratic interpretation

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