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Bartholomew, Mitch; De Jong, David – NASSP Bulletin, 2017
Despite the successful implementation of the Response to Intervention (RtI) framework in many elementary schools, there is little evidence of successful implementation in high school settings. Several themes emerged from the interviews of nine secondary principals, including a lack of knowledge and training for successful implementation, the…
Descriptors: Response to Intervention, Principals, High Schools, Knowledge Level
Schulte, Karen; Bennett, Elaine – NASSP Bulletin, 2009
This article is based on a qualitative study that explored whether race affects the nature of adult relationships in schools and, if so, how this affects professional development efforts focused on closing the achievement gap. Findings demonstrate that race does affect the adult relationships in schools, although this impact is different for…
Descriptors: Professional Development, Teacher Attitudes, Racial Relations, Racial Attitudes
Patterson, Jean A.; Eubank, Heather; Rathbun, Shelia E.; Noble, Steve – NASSP Bulletin, 2010
Weick's theory of sensemaking is used to analyze findings from a qualitative study of the implementation of a district-initiated adolescent intervention literacy course in two urban secondary schools. The authors concluded that implementation of the literacy course was hampered because district administrators, building leaders, teachers, and…
Descriptors: Educational Change, English Teachers, Urban Schools, School Districts

Hatcher, Bob – NASSP Bulletin, 1984
Through teleconferencing, every school has the potential to dramatically improve the educational opportunities for its students at minimum cost. A telephone with an attached speaker allows an entire room to converse with experts in an author interview, informational conference, or professional enrichment conference. (Author/DCS)
Descriptors: Authors, Class Activities, Curriculum Enrichment, Discussion