The purpose of the present study was to examine the instructional and
organizational factors that might explain
how and why some schools across the country are beating the odds by attaining greater than expected primary - grade reading achievement with populations of students at risk for failure by virtue of poverty.
As such, for sense - making and
organizational learning to occur, we need to understand additional
factors that shape educators» interactions, such as shared beliefs about relevant topics, and
how these
factors may support or constrain educational change.