Implementing Organizational Changes in Urban Schools: The Case of Paraprofessionals

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Abstract
Paraprofessional programs in a metropolitan school system were studied to test a theory about factors related to successful implementation of organizational innovations. Indices of variables were constructed from items on two questionnaires administered to a stratified random sample of paraprofessionals, teachers, and administrators. The analysis confirmed the model, showing that paraprofessional clarity, willingness, ability, resources, and school compatibility, in the aggregate, were predictive of differences in the implementation of the programs.

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