The Rand Change Agent Study Revisited
Macro Perspectives and Micro Realities
Bibliographic Data
| ID | 9731908 |
|---|---|
| Authors | Milbrey Wallin Mclaughlin (Stanford University, corresponding author) |
| Year | 1990 |
| Volume | 19 |
| Issue | 9 |
| Pages | 11 |
| Publication date | 1990-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1176973 |
| OpenAlex | W4236888855 |
| Language | EN |
| Citations received | 118 |
| References cited | 1 |
The Rand Change Agent study, undertaken from 1973–1978, indicated a significant shift in the ways people thought about affecting planned change in education. Rand found that effective projects were characterized by a process of mutual adaptation rather than uniform implementation, and that local factors (rather than federal program guidelines or project methods) dominated project outcomes. Revisiting these findings in light of today's changed practices and understandings reinforces some of Rand's findings and suggests modifications in others. This reconsideration also underscores the essential contribution of teachers' perspectives as informant and as a guide to policy and suggests that the challenge lies in understanding how policy can enable and facilitate effective practice
Adaptation (eye · Economics · Epistemology · Macro · Macro level · Management · Political science · Process (computing · Public relations · Rand corporation · Sociology · Computer Science · Economic Development and Digital Transformation · Economic Policies and Impacts · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Psychology · Public Administration · Social Policy and Reform Studies · Teacher Education and Leadership Studies
Integrating Educational Systems for Successful Reform in Diverse Contexts
How Can Comprehensive School Reform Models Be Successfully Implemented?
Reconstructing Conceptions of Local Capacity
Policy Implementation and Cognition
Building capacity and sustainable prevention innovations
Quality of School-Based Prevention Programs
Teachers’ Professional Development in a Climate of Educational Reform
Cognition and Policy Implementation
School and system improvement
Professional Growth Among Preservice and Beginning Teachers
A bridge between worlds
Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools
Conceptualizing the curriculum enactment process in mathematics education
Policy research as advocacy
School Board Sensemaking of Federal and State Accountability Policies
“I won’t try my best”
Developing a quality curriculum in a technological era
Educational Stakeholder Sensemaking on Preparing CTE Students for Sub-Baccalaureate Pathways
Motivating faculty to foster character education across the university
Data skepticism and capacity for data-based decisions
The formalized processes districts use to evaluate mathematics textbooks
An Empirical Reflection on Educational Administration Quarterly 's Distinctive Contributions to the Field, 1965–2020
The impact of conflict among political actors on implementing South Korea’s new teacher evaluation policy
Race and Reform
Raising Expectations in Schooling
How Well Aligned Are State Assessments of Student Achievement With State Content Standards
School District Educational Infrastructure and Change at Scale
A Qualitative Evidence Synthesis of the K-12 Education Policy Making in Sudan and the Need for Reforms
Education, Social Reform, and the State
Research From Professional Development Schools; Can We Live Up to the Potential
Implementation of Keigaaf in Primary Schools
Study protocol of the quasi-experimental evaluation of “Keigaaf”
Caught between paradigms
Facilitators in ambivalence
Sexuality Education Policy Implementation in Two Rural Midwestern School Districts
Establishing a College Culture in Secondary Schools Through P-20 Collaboration
Teachers’ agency and the enactment of educational reform in Vietnam
The Diffusion of Information Technology in Singapore Schools
Implementing problem-based learning in higher education in Asia
I can see parents being reluctant’
It is not easy being green
Knowledge Use and the Dynamics of Managing Curriculum Change
When a Bottom-Up Innovation Meets Itself as a Top-Down Policy
Transitioning from High School to College
When Pandora’s Box Is Opened
Using narrative inquiry to understand persistently disciplined middle school students
Walking with bound feet
Mathematics teaching life histories in the study of teachers’ perceptions of change
Collaboration in teacher education
The emerging beliefs and instructional practices of preservice English as a second language teachers
The emotional practice of teaching
Cambodian teachers' responses to child-centered instructional policies
Explaining variation in teaching practices? Effects of state policy, teacher background, and curricula in Southern Africa
Stories to Live By
Conditions for the implementation of anti‐bullying programmes in Norway and Ireland
On the cutting edge
Introduction and overview
Bodies are dangerous
Using public policy to impact local practice
Support for beginning teachers in Ontario
Urban education as a field of study
Accomplishing System Reforms by Minding the Details
Embedded Teacher Learning Opportunities as a Site for Reflective Practice
How Principals “Bridge and Buffer” the New Demands of Teacher Quality and Accountability
Accessing, Documenting, and Communicating Practical Wisdom
Toward a Cohesive Union? Currents and Cleavages in State Civic Education Policy Discourses
Enhancing Knowledge Utilization as a Strategy for School Improvement
With Scale in Mind
School Leadership and Change in East Asia
Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation
Research From Professional Development Schools; Can We Live Up to the Potential
A Seat at the Table
Theoretical notes on the sociological analysis of school reform networks
The Past, Present and Future of School Improvement
Sows' Earsand Silk Purses
Democracy is Messy
Locating Authority over Content and Pedagogy
Expectations and high school change
Effecting educational change
School–University–Community Pathways to Higher Education
Coach Professional Development in the Urban Emergent Context
Now You See it; Now You Don’t
School-Based Management
The Students in Front of Us
Supporting Change in Literacy Instruction in Malawi
The Vulnerability of Urban Elementary School Arts Programs
Teachers’ Sensemaking and Data Use Implementation in Science Classrooms
Research news and Comment
Policy, Politics, and the National Mathematics Advisory Panel Report
Educational Policy and Practice From the Perspective of Institutional Theory
Principal Leadership in Low-Performing Schools
Educators’ Perspectives on Culturally Relevant Programs for Academic Success
The Politics of Reforming Urban Schools
Inside-In and Outside-In Support for Restructuring
Scaling Up School Restructuring in Multicultural, Multilingual Contexts
Reform Ideologyand the Locus of Development Problem in Educational Restructuring
Girls, Boys, and Schools
Learning to Teach Mathematics in the Context of Systemic Reform
Scaffolding Fidelity and Adaptation in Educational Program Implementation
Power, Learning, and Legitimation
| Unique citing works | 108 |
|---|---|
| Citations per year | 3,37 |
| Citation span | 1991 - 2026 (36) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 118 |