Literaturnachweis - Detailanzeige
Autor/inn/en | Brower, Rebecca; Bertrand Jones, Tamara; Tandberg, David; Hu, Shouping; Park, Toby |
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Titel | Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology |
Quelle | 88 (2017) 6, S.809-834 (27 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-1546 |
DOI | 10.1080/00221546.2016.1272091 |
Schlagwörter | Educational Change; Developmental Studies Programs; Educational Policy; State Policy; Program Implementation; Community Colleges; State Legislation; Educational Legislation; Classification; College Administration; Administrators; Outcomes of Education; Florida Bildungsreform; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Politics of education; Bildungspolitik; Community college; Community College; Landesrecht; Bildungsrecht; Schulgesetz; Classification system; Klassifikation; Klassifikationssystem; College administrators; Hochschulverwaltung; Lernleistung; Schulerfolg |
Abstract | This study identified the policy perspectives of "street-level bureaucrats" in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (FCS). Study participants included 518 administrators, faculty, academic advisors, support staff, and students at 10 institutions in the FCS. The study employed Kluge's (2000) 4-step methodology for deriving an empirically grounded qualitative typology. The 4 implementation patterns in the typology include oppositional, circumventing, satisficing, and facilitative implementation. Our study highlights implications for developmental education reform efforts nationwide and identifies the dynamics that predispose street-level bureaucrats to adopt either oppositional or facilitative implementation behaviors. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |