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ACKNOWLEDGMENTS
The authors would like to acknowledge contributions to this work from doctoral students John Economou and Catherine Team.
FUNDING
This unfunded research project was approved by the Clemson University Internal Review Board (IRB#2014-082).
Additional information
Notes on contributors
Jane Clark Lindle
Jane Clark Lindle, Ph.D., serves as Eugene T. Moore Distinguished Professor of Educational Leadership at Clemson University. Lindle's most recent book is Political Contexts of Educational Leadership and her articles appear in Educational Policy, International Journal of Leadership Education, and the Peabody Journal of Education. She was a special education teacher and principal in four states and served as a faculty member of school leadership preparation at four universities.
Ellen Hampshire
Ellen Hampshire, Ph.D., is the Coordinator for Multi-Tiered System of Support in the Department of Early Intervention and Student Support Services for the Greenville (SC) County Schools. She is an experienced school psychologist serving in South Carolina and Ohio. She recently completed her dissertation at Clemson University, Collective sensemaking about the implementation of multi-tiered systems of support: A comparative case study of two selected elementary school teams.