Search

Using a social constructivist approach, this research paper focuses on principals' and superintendents' actions and beliefs to understand how these leaders engaged with the Linked Learning high school reform initiative in California. We found that struggles to implement the reform were due in part to unequal power relationships across the key stakeholders. Power is a central feature of the education reform process both in development and in implementation, yet it has not been given the research consideration it deserves. Our investigation of relationships among educational leaders as they went about adopting, implementing, and sustaining this particular reform draws attention to how differences in leaders' perceptions and use of power can affect reform outcomes. [ABSTRACT FROM AUTHOR]