| Summary: | xiii, 142 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. === This study employs a case-study methodology to examine the sustainability of reforms at an innovative young high school. A variety of factors present obstacles to the success of reforms, including loose organizational linkages and staff turnover. Using Linde's framework of the paradigmatic narrative, this study explores how the stories teachers tell each other about the origin and history of the school affect the way teachers currently implement the founding vision in the face of loose organizational linkages and staff turnover. In particular, this study focuses on the system of 9th- and 10th-grade Language Arts and Social Studies team teaching. === Committee in charge: David Conley, Chairperson, Educational Leadership;
Philip McCullum, Member, Educational Leadership;
Deborah Olson, Member, Special Education and Clinical Sciences;
Alan Meyer, Outside Member, Management
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