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Abstract
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 students all constructed multiple meanings of the course’s purpose and priority within the district. Teachers expected to implement the initiative constructed their identities as Language Arts and English teachers and did not see themselves as literacy specialists.
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