Fidelity and Fit: Interpreting Teachers' Use of Collaborative Strategic Reading as Policy-Making Agency

• In Event: Roundtable Session 4
  In Roundtable Session: Teacher Agency/Empowerment in Assessment and Policy Making

Abstract

This comparative case study explores how three teachers who use Collaborative Strategic Reading (CSR) as part of a district-wide adoption of the model develop practice around a practice, and ultimately, policy around a policy. We examine how teachers interpret and implement CSR with respect to its affordances and constraints, and argue that the decisions teachers make about when, why, and how they implement CSR (in full or in part) is a demonstration of teachers’ local policymaking agency. Accounting for this agency—in addition to fidelity of implementation—is critical to understanding why CSR may be more successfully implemented in certain classrooms than others.

Authors

• Melia E Repko-Erwin, University of Colorado - Boulder

• Alison Gould Boardman, University of Colorado - Boulder