Weick's theory of sensemaking is used to analyze findings from a qualitative study of the implementation of a district-initiated adolescent intervention literacy course in two urban secondary schools. The authors concluded that implementation of the literacy course was hampered because district administrators, building leaders, teachers, and…

This study of grade-level advancement/retention policies and procedures in 10 school districts shows how retention policy and procedure are disconnected from retention research. Administrators and teachers experience ethical dilemmas when district policy and prescribed practice collide with realities that underlie student failure. However, acts of…