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The Social Construction Of School Failure: Leadership's Limitations, Merylann J. Schuttloffel
The Social Construction Of School Failure: Leadership's Limitations, Merylann J. Schuttloffel
Education Policy Analysis Archives (EPAA)
A case study highlights barriers encountered by an urban school principal in implementing reforms within the context of the Kentucky Educational Reform Act. By comparing the competing expectations of Miller's (1995) five capitals and Ianneconne and Lutz's (1970) dissatisfaction theory, the case study dramatizes that Site-Based Decision-Making councils exemplify a policy decision that ignores the practical realities of distressed schools. The lack of congruence between policies and the school reality makes implementation of school reform predictably unsuccessful.
Education Reform In Hong Kong: Issues Of Consistency, Connectedness And Culture, Chris Dowson, Peter Bodycott, Allan Walker, David Coniam
Education Reform In Hong Kong: Issues Of Consistency, Connectedness And Culture, Chris Dowson, Peter Bodycott, Allan Walker, David Coniam
Education Policy Analysis Archives (EPAA)
Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in terms of their consistency, coherence and cultural fit.
Teachers And Tests: Exploring Teachers' Perceptions Of Changes In The New York State Testing Program, S. G. Grant
Teachers And Tests: Exploring Teachers' Perceptions Of Changes In The New York State Testing Program, S. G. Grant
Education Policy Analysis Archives (EPAA)
How do teachers change their pedagogical practices? While many current initiatives seek to raise educational standards and improve student academic performance, there is a curious gap in national and state reforms. Considerable attention is given to defining higher expectations for what students will know and be able to do, yet little attention is given to how teachers should learn new pedagogical ideas and practices. This exploratory study uses focus group interview data collected over two years to examine how cross-subject matter groups of elementary and secondary New York State teachers respond to one way of learning to change their classroom …