Abstract
Despite comprehensive school reform (CSR) model developers' best intentions to make school stakeholders adhere strictly to the implementation of model components, school stakeholders implementing CSR models inevitably make adaptations to the CSR model. Adaptations are made to CSR models because school stakeholders internalize CSR model practices in their own ways. This article focuses on how teachers and school leaders internalize CSR model practices by examining their perceptions of the components of CSR models as well as perceptions of CSR across grades and classrooms. Schools were found to be acquainted, informed, knowledgeable, and fully articulate about their CSR models. Contextual factors, such as teacher turnover, principal leadership, and school priorities, as well as developer supports, accounted for differing perceptions about CSR.
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