SMALL SCHOOLS REFORM NARRATIVES.
This study explored complicated personal narratives of school reform generated by participants in response to a particular small schools reform initiative. Narrative data was dialogically generated in interviews with nine past participants of an urban high school conversion project planned and imple...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 8; no. 1; pp. 13 - 27 |
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| Autores principales: | , |
| Formato: | Artículo |
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Ethnographic & Qualitative Research, LLC
Fall2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=95101178&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 95101178 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: Fall2013 vid: 8 iid: 1 pid: 99754 pub: Ethnographic & Qualitative Research, LLC artinfo: ui: 95101178 ppf: 13 ppct: 14 formats: fmt: @attributes: type: P size: 226KB tig: atl: SMALL SCHOOLS REFORM NARRATIVES. aug: au: Lehman, Beth M. Berghoff, Beth affil: Eastern Mennonite University Indiana University at Indianapolis su: Educational change Urban high schools Small schools Narratives Autobiography Data analysis sug: subj: Educational change Urban high schools Elementary and Secondary Schools Small schools Narratives Autobiography Data analysis ab: This study explored complicated personal narratives of school reform generated by participants in response to a particular small schools reform initiative. Narrative data was dialogically generated in interviews with nine past participants of an urban high school conversion project planned and implemented over a span of five years toward the goal of converting five comprehensive high schools into a network of small schools. This narrative inquiry illuminates that the reform effort generated confusion, contradictory expectations, and unexpected changes for participants during and after the reform effort. Differing agendas and competing interests drove the small schools conversion leaving the small school leaders in rough and contested waters. To conclude that the small schools design caused the seeming failure of this initiative does not adequately consider the varied narratives of participants, the roles of external funding, or embedded language and images that position reform participants in submission to powerful reform leaders. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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