Comprehensive School Reform (CSR) programs were implemented in 1998 in five states working with the Southwest Educational Development Laboratory (SEDL). SEDL's five-state region includes Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. This study examined the implementation status of CSR programs since funding ended. Two hundred and…

This report discusses the pilot phase of the implementation of Collaborative Coaching and Learning (CCL) in the Effective Practice schools of the Boston Public Schools. The report begins with a review of the challenges that content/literacy, whole-school change, and mathematics coaches encountered in the pilot implementation, including those of…

This booklet is designed to assist people in implementing strategies to prevent negative outcomes for children. The process starts with the individual, acknowledging an inside-out approach to change. The next component in the model is a set of research-based facts that promote resilience by focusing on strengths instead of deficits. What follows…

The Comprehensive School Reform Demonstration (CSRD) program is a federal initiative to introduce and reinforce comprehensive reform programs in schools. The Southwest Educational Development Laboratory developed a survey to gather information from CSRD-awarded schools in the southwestern United States on their initial progress in implementing the…

To provide an interpretive framework for social studies teachers involved with curriculum innovation, three major elements of the implementation process are examined: the curriculum, teachers, and the administrator of the school. (RM)

Describes 10 steps which can guide an educator through the process of introducing computer-assisted instruction. This guide can be used for implementing computerized instruction at any educational level. (JJD)

Although individual components of reform initiatives may appear promising, little thought is given to possible inconsistencies resulting from implementing multiple reform components simultaneously. This article describes some unintended consequences arising from inconsistencies between and within components of Kentucky's systemic education reform.…

Presents a rationale for developing and implementing integrated curricula in the middle school. Draws connections between the middle school concept, integrated curriculum, and constructivist learning theory. Explores differences between integrated curriculum and the more traditional separate subject curriculum. Examines several models of…

Examines management of planned change. Considers how a continually shifting balance between environmental turbulence and stability affects implementation of annual school-development plans. Tests Wallace and McMahon's contingency hypothesis: turbulent environments demand a continual process of creation, monitoring, and adjustment. Stable…

The change process depends on acceptance, adaptation, and institutionalization of change by individuals, the school organization, and the community. This article presents a Change Process Model that helps principals visualize the steps toward meaningful change. This model encompasses a school's vision; stakeholder groups; necessary skills,…

Presents results of a retrospective investigation into a Vancouver (Canada) school district's adoption of school-based management, using Fullan's triphasic model of change (adoption, implementation, and incorporation) as a framework. During the change process, Fullan's overall factors were apparent, and the environment was unobstructed by…

Explored the implementation of middle level reform components in both high- and low-performing middle schools, seeking to identify factors linked to student achievement. Found that organizational health, which includes academic focus, teacher affiliation, and resource support, more directly influences student performance than simple implementation…

Assesses nine professional development initiatives by the Philadelphia Education Fund to understand why such initiatives achieve only partial implementation at the school level. Entrenched policies and practices, unsupportive principles, faculty team disruptions, and union work rules affecting teacher transfers and faculty work time were all…

Discusses the significance of the Goals 2000: Educate America Act for theater and other arts educators. Presents comments of several theater education teachers, leaders, and arts advocates regarding the enactment of Goals 2000. (RS)

Summarizes the role of education-and-business linkages in implementing school-to-work policies at state and local levels and emphasizes the importance of educator and employer partnerships in systemic reform. Identifies barriers to implementation and suggests strategies to overcome them. (JOW)