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Toward Positive Youth DevelopmentTransforming Schools and Community Programs$
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Marybeth Shinn and Hirokazu Yoshikawa

Print publication date: 2008

Print ISBN-13: 9780195327892

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195327892.001.0001

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Whole-School Change

Whole-School Change

Chapter:
(p.150) Chapter 9 Whole-School Change
Source:
Toward Positive Youth Development
Author(s):

Laura M. Desimone

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195327892.003.0009

Policy attributes theory posits that the success of whole-school change efforts depends on six attributes: (1) consistency with other reforms, and consistency between the reform's knowledge demands and teacher capacity; (2) specificity in terms of guidance and professional development offered and teaching requirements of the reform, and links between specific implementation levels and effects; (3) authority of the reform operationalized as teacher, principal, and district support and buy-in; (4) power as measured by the actual and perceived rewards and sanctions associated with successful implementation; (5) stability of relevant actors and policies; and (6) the comprehensiveness of the implementation system, conceptualized as the degree to which each of the other five attributes are being implemented. This chapter discusses how each of the six attributes is related to the strength and type of implementation of whole-school reform efforts and how to measure each.

Keywords:   whole-school change, comprehensive school reform, policy attributes theory, consistency, specificity, authority, power, stability, comprehensiveness

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