*Policy implications for implementation of the Schoolwide Enrichment Model
The purpose of this study was to identify policy implications associated with the implementation of the Schoolwide Enrichment Model (SEM) by analyzing the experiences of administrators already engaged in or considering implementing the model. The underlying rationale of SEM is that more students can profit from challenging programming often reserved for a select few. By making the policy implications for implementation explicit, administrators could feasibly have at their disposal, information that will address the nuances elicited by this curricular shift.
The 38 administrators who participated in this study all had an interest in SEM, were from different regions in the United States and other countries, and were interested in refining educational practices associated with gifted and talented education in their schools. All had attended conferences focusing on gifted and talented issues with particular interest in enrichment learning and teaching principles.
Methods of case study and policy analyses were used in this study. Administrators described how they implemented SEM in their settings. They described specific educational, socio-political, economic and moral-ethical issues with which they contended that either facilitated or constrained implementation. Their responses to the issues lead to the realization that administrators tended to implement SEM in one of three patterns. Discovering these patterns of implementation was a major finding. These patterns were identified and labeled Collaborative, Mandated and Blended Implementation Frameworks. The qualities inherent in each of the frameworks might have either exacerbated or minimized the volatility of issues relative to SEM and led to policy implications for implementation.
0514: School administration
0615: Political science
0529: Special education