id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
epaa-3854	Wong, Lok-Sze	Administrators’ unintentional sensegiving and system reform outcomes	2019	28	.pdf	application/pdf	14365	680	43	The theory of action in instructional system reforms asserts that quality increases when elements of instruction—e.g., standards, curriculum, materials, professional learning, instructional strategies, assessments—are coordinated and coherent (Bryk et al., 2010; Cohen & Ball, 1999; Newmann, Smith, Allensworth, & Bryk, 2001; Purkey & Smith, 1983). By conducting a cross-level examination of systemic processes, I am able to provide a new insight on how administrators can influence teachers’ understandings and implementation of system reform policies.	cache/epaa-3854.pdf	txt/epaa-3854.txt