@article{b7aa275e572147c1885dec92013ad120,
title = "Is Systemic Reform the Answer for Schools and Science Education? Cautions From the Field",
author = "Scheurich, \{James Joseph\} and Edward Fuller",
note = "Funding Information: 1. The preparation of this article and the research reported in it were supported in part by the National Center for Science Teaching and Learning under grant No. R117Q00062 from the Office of Educational Research and Improvement, U.S. Department of Education. Any opinions, findings, conclusions, or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the sponsoring agencies. 2. While the study of rational systems is not the focus of this article, it should be noted there exists a large body of work that is highly critical of the type of rational systems model assumed by the systemic approach critiqued here (see, for example, Zey-Ferrell, 1981). For the most part, contemporary organizational theory would suggest systemic reform, as it has been characterized, is a dubious idea. Although this article only partially addresses these system-model issues, the critique of rational models widely supported within contemporary organizational theory does inform the perspective from which this article is written. 3. The state, districts, schools, and informants in this study will remain anonymous. Changes have been made in the characterization of the institutions and informants to increase their anonymity. Copyright: Copyright 2015 Elsevier B.V., All rights reserved.",
year = "1995",
month = jan,
day = "1",
doi = "10.1080/00405849509543652",
language = "English (US)",
volume = "34",
pages = "12--20",
journal = "Theory Into Practice",
issn = "0040-5841",
publisher = "Routledge",
number = "1",
}