Literaturnachweis - Detailanzeige
| Autor/inn/en | Kelley, Carolyn; Smithmier, Angela |
|---|---|
| Institution | Consortium for Policy Research in Education, Madison, WI. Finance Center.; Wisconsin Center for Education Research, Madison. |
| Titel | Aligning Organizational Features and School Reform: An Examination of Two Recent Reforms. |
| Quelle | (1998), (35 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Change Strategies; Educational Change; Educational Improvement; Elementary Secondary Education; Governance; Institutional Characteristics; School Administration; School Culture; School Organization; Success; Kentucky |
| Abstract | This paper focuses on school-level differences and their implications for educational policy reform. It presents studies of two distinct educational reforms--a local community-based collaborative-services initiative and a state educational-accountability program--to illustrate important organizational features that vary across school levels. Both reforms are examined in light of the organizational features of schools attempting to implement the changes. Although the two reforms are distinct from each other, both suggest possible organizational explanations for differential reform implementation by grade level. The report is based on two studies--one a qualitative study, the other a large-scale survey--that explore the unique features of elementary, middle, and high schools in the face of reform implementation. The data included interviews with over 30 personnel from schools, social services and public health and law-enforcement agencies, and observations from governance committee meetings, school-team meetings, and community-based services meetings. Schools that successfully adopt the reforms share some common characteristics that relate to organizational culture and structure. Reform was much more successfully implemented in elementary schools, and results suggest that it is because they are more tightly coupled organizations than secondary schools. (Contains 18 references.) (RJM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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