Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology

Autor/inn/en	Brower, Rebecca; Bertrand Jones, Tamara; Tandberg, David; Hu, Shouping; Park, Toby
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 kostenfreie Datei (2) Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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