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1.
Districts and schools are becoming increasingly attracted to externally developed reforms for their potential to raise students' test scores and, to a lesser extent, to increase schools' capacity for change. However, the implementation process of these externally developed reform designs is not well understood. This article uses data collected in a study of 13 multicultural, multilingual elementary schools, each implementing one of six externally developed designs, to examine the implementation process from an interactive perspective. All 13 schools are located in the same district, Sunland County Public Schools. Using a sociological framework of design implementation, the article analyzes the ways in which the state, district, design teams, and schools interacted to support some reforms and weaken others. More specifically, it examines several dialectically constructed factors (e.g., "measured merit" or "curricular fit") to see how these factors were created through the interaction of the different arenas and how they shaped the reform implementation. The article concludes that, although schools and design team actions influenced the ways the designs were received within the school, state and district forces were more important in determining the overall success or failure of the designs.  相似文献   

2.
Members of organizations traditionally outside public school systems have begun to take on central, and in some cases internal, leadership roles and responsibilities in the implementation of ambitious educational improvement initiatives. How are these arrangements playing out in practice? This article explores that question with a 3-year qualitative investigation of the participation of two such organizations—a school reform support organization and a consortium of foundations—in the implementation of new small autonomous schools initiatives in Oakland (California) and Chicago. Using Malen's politics of implementation framework, this article reveals how external organizations influenced the implementation of district initiatives with significant consequences for both the reform strategy and their own ability to sustain their involvement in implementation over time. The article concludes with implications for the research and practice of educational leadership.  相似文献   

3.
The Baltimore City Public School System (BCPSS) is one of the first urban districts in the country to undertake large-scale high school reform, phasing in small learning communities by opening new high schools and transforming large, comprehensive high schools into small high schools. With support from the Bill & Melinda Gates Foundation, a dozen local foundations, and school reform developers and technical assistance providers, BCPSS opened 18 small high schools between 2002 and 2006. Using data from surveys, administrative records, and site visits, we examine the implementation and outcomes of these reform efforts. Although BCPSS high schools met many obstacles while implementing the reform, including continual leadership turnover and limited resources, students and staff in the small learning communities reported more positive social and academic environments than their counterparts in the district's comprehensive high schools. In addition, students in small, newly created high schools demonstrated positive academic outcomes (e.g., higher test scores, engagement) relative to students in the other schools in the district.  相似文献   

4.
The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning. In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys ('pupil voice') are organised around six of the project's major research questions: how is the concept of organisational learning (OL) defined in Australian secondary schools (teacher voice)? What leadership practices promote OL in schools (teacher voice)? What are some outcomes of schooling other than academic achievement (pupil voice)? What are the relationships between the non-academic and academic outcomes of schooling? Do school leadership and/or organisational learning contribute to student outcomes? What other factors contribute to student outcomes? The answers to these questions lead to four clear implications relating to distributive leadership, development, context, and a broader understanding of student outcomes. The answers also raise concerns about the current emphasis on transactional leadership, that is school leadership that overemphasises the managerial or strategic.  相似文献   

5.
Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data-informed change in one large school district in the southern United States.  相似文献   

6.
Since the mid‐1980s, major efforts to reform education throughout the world have been unfolding under the banner of school restructuring. Central to this agenda for reform are alterations in the roles of all educational stakeholders. While a good deal of conceptual work, and some empirical analyses, have been devoted to the topic of role changes for teachers, administrators, parents, community members, and students at the school level, considerably less is known about the effects of restructuring on the role of central office administrators.

By analyzing the perceptions of 74 chief executive officers about how restructuring is shaping the superintendency in Kentucky, the study reported herein helps address this gap in the knowledge base. Three themes emerge from the analysis: (1) an enhanced role for superintendents in developing community; (2) a redefinition of the type of leadership needed to administer empowered schools; and (3) a mighty struggle to help individual schools deal with the process of systemic change.

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7.
This case-based study of two school reform efforts in the USA examines how the process of inclusive education works for SEN students and the extent to which these students and their teachers feel as though they are an integral part of school reform. At its heart, this study focuses on three central questions. Do the philosophy, process, practices and organizational structures of these school reform movements promote inclusion for all students? What is the impact of the schools' practices and principles on individual students? What conditions and contexts best promote inclusion, and which ones act as barriers to successful inclusion? The schools in these two school reform movements provide powerful examples of how changes in school organization, climate, curriculum and instructional strategies build on the strengths of students, staff and community to create optimal learning results for all students. In this study, the perception of pedagogical and political ‘gaps’ between school effectiveness reform agendas and inclusive education reveal a narrow, rational-technical view of reform. The hope for the future is that the growing efforts in support of inclusive education within the broader socio-political and constructivist school reform movements, exemplified by the schools in this case study, will become an influential counter-force for social justice and disability-rights' action in schools everywhere.  相似文献   

8.
This article examines the responses of school principals from an urban school district to Michigan's zero-tolerance policy. We specifically seek to understand how school leaders interpret and implement the policy and how their administrative discussions subsequently affect the educational experience of children in urban schools. Given that a disproportionately high number of African American and Latino students are negatively affected by this policy, how do school leaders in predominantly African American districts implement it? The findings in this study reveal that the disparate interpretation of the zero-tolerance policy among school leaders and its implementation negatively affects the educational experience of urban students.  相似文献   

9.
No Child Left Behind (NCLB) accountability mechanisms have the potential to derail comprehensive school reform (CSR) implementation. For those pursuing CSR, the question is how to reconcile the implementation of NCLB accountability mandates with ongoing CSR efforts. Drawing from longitudinal data from a national study of CSR, this article explores this question. Survey data indicate that schools identified for improvement are no more likely to drop their models than are other CSR schools. Moreover, it appears that when CSR schools are identified for improvement, this identification stimulates a higher rate of model implementation than in schools that are not identified under NCLB. Case study interview data revealed that a district variation in stakeholders' awareness and perceptions of NCLB and the interactions of NCLB accountability mechanisms and CSR sustainability.  相似文献   

10.
Comprehensive school reform (CSR) is only as effective as its implementation. By using data collected for the National Longitudinal Evaluation of Comprehensive School Reform (NLECSR), this article explores the factors that predict CSR model implementation and the ways that CSR model implementation varies. We found little difference in the fidelity of implementation between schools implementing a CSR program and their matched comparison schools, but we found vast differences in the fidelity of implementation between different CSR program implementation keys (the normative guidelines received from CSR program developers on which we based our implementation measures). The fidelity of implementation is predicted by multiple factors, including the CSR program implementation keys, the principal's instructional leadership, the measure of teachers' professional community, and the usefulness of the CSR developers' assistance. The change in implementation is associated with positive change in principal's instructional leadership and usefulness of the CSR developers' assistance.  相似文献   

11.

A key provision of No Child Left Behind is the opportunity for students to transfer from a low-performing school to a high-performing one. Drawing from a case study of school reform in Charlotte, North Carolina, this article examines the implementation and early outcomes of NCLB's voluntary transfer option for the Charlotte-Mecklenburg School (CMS) district. For the 2004–05 school year, fully 92% of the eligible families did not exercise their choice to exit from their low-performing schools. The experiences of CMS illustrate how larger social, economic, and political contexts constrain the implementation of standards-based reforms like NCLB in general and, in particular, the limitations of the transfer option for improving academic achievement and educational equity.  相似文献   

12.
Many countries use centralized school choice procedures to assign pupils to schools. To address excess demand for a particular school, ties are broken according to priority points granted based on various criteria, such as proximity to the school. Using a unique reform undertaken in Madrid (Spain), we estimate the impact of abolishing residence-based priorities on families’ school choices, the stated motivation for choosing a school, and the final school allocation. Utilizing several administrative datasets on school applications, we find that the reform increases families’ out-of-district school assignments and assignments to schools further away from their home address. Parents of immigrant children did not change their application behavior in the first years of the reform but caught up with natives three years after its implementation. Children generally accessed slightly better-performing schools, particularly those from lower-educated backgrounds.  相似文献   

13.
Currently, we know very little about the mobility decisions of charter public school teachers and how these compare to the decisions made by traditional public school teachers. In addition, it is unclear whether the teachers who leave charter schools tend to be weaker or stronger than their peers. Using statewide administrative data, I begin to answer these questions by studying the magnitude and nature of teacher turnover in Florida's charter public schools compared with turnover in the state's traditional public schools. It appears that Florida's charter school administrators may be better able to recruit and retain teachers with high academic skills than their traditional counterparts. In addition, the mobility patterns exhibited by Florida's charter school teachers differ from those exhibited by traditional school teachers in important ways, including greater sensitivity to accountability measures and less sensitivity to salary considerations.  相似文献   

14.
This article reports the preliminary achievement outcomes of the first 4 years of direct instruction (DI) reading, implemented in 6 Baltimore elementary schools. On the primary measure of reading comprehension, members of the original kindergarten cohort were, on average, reading at grade level (49th percentile) by the end of 3rd grade. Members of the original 2nd-grade cohort were nearing grade level (40th percentile) by the end of 5th grade. However, students at control schools (where other curricula to improve reading achievement were being implemented) were achieving at the same level, so there were no significant differences between the outcomes for the 2 groups (controlling for demographics and pretest factors). Future research, based on a well-established implementation (rather than the problem-filled early years of implementation experienced by these 6 schools) might uncover significant effects that were not evident at the time this article was written. DI appears to be a viable option for raising student reading achievement, even if this study has not yet yielded evidence that DI performs significantly better than other reading curricula. The call for educators and policymakers to consider the results of research when selecting reform models for high poverty schools (e.g., Slavin &; Fashola, 1998) is heeded, at least occasionally. As Muriel Berkeley described elsewhere in this special issue, the search for a curriculum with a research-proven track record led members of the Baltimore Curriculum Project to select DI, even before it was identified as 1 of only 3 school reform models with strong evidence for improved student achievement by the American Institutes for Research report on schoolwide reform models (Herman et al., 1999). This article extends the circle by analyzing the first outcomes of an experiment that was motivated by previous research results.  相似文献   

15.
Can We Transplant Educational Reform, and Does It Last?   总被引：1，自引：0，他引：1  
Drawing upon qualitative data gathered ina longitudinal study of 13 U.S. elementaryschools engaged in reform, this articleexamines how comprehensive school reform modelsare adapted as educators' ``co-constructed'reforms in their local contexts and thesustainability and expirations of reformefforts over time. Contextual features, frompractical circumstances such as resourcelimitations to state and district policies toteachers' ideologies, influenced educators inschools to modify reform features to meet localneeds. Findings also show that more often thannot, reforms were not sustained. Six yearsafter the beginning of the study, only four ofthe thirteen schools were still implementingtheir chosen reform designs. The changingdistrict and state policies, leadership, andagendas affected the sustainability ofcomprehensive school reform models in differentways, quite substantially in some cases andless so in others, depending on localconditions, experiences with reform, andcapacity. Implications for policy and practiceare discussed.  相似文献   

16.
Schools serving large populations of students placed at risk have been the focus of reform for over a decade, with the assumption that school reform leads to classroom reform, resulting in improved student achievement. Student achievement data at the school level are typically used to judge the effectiveness of the reform. This practice assumes uniformity of implementation within the school. This study of classrooms within 4 Accelerated Schools Project (ASP) schools operationalizes the ASP principles, values, and concepts of powerful learning at the classroom level. Together, they form what is called a powerful learning environment (PLE). In addition, the study examines the extent to which PLE is implemented similarly in different classrooms and different schools, and analyzes the relation between degree of implementation and differences in student achievement. Data collection involved structured observations in 40 classrooms during English and language arts or mathematics instruction. Analysis of data indicates that more variation in implementation of PLE occurred within schools than between schools. The study also finds a correlation between degree of implementation and higher student achievement.  相似文献   

17.
To address disproportionalities in suspensions for students of color, many districts have prohibited schools from suspending students for willful defiance of school authorities and implemented restorative justice programs (RJP) that address student misconduct using alternative conflict resolution practices. However, there is limited evidence on the efficacy of these new policies. This article examines how the Los Angeles Unified School District's (LAUSD) suspension ban and RJP are associated with student suspensions over time, as well as suspensions across different groups of students and schools targeted by these policies. We employ an interrupted time series design using 12 years of studentlevel administrative data from the 2003–2004 to 2014–2015 school years, which allows us to examine trends in student suspensions in LAUSD before and after its suspension ban in 2011–2012 and rollout of restorative justice practices and training to schools in 2014–2015. We find large rates of decline in suspensions in the years following LAUSD's suspension ban relative to the years leading up to the ban, as well as evidence of reduced suspension gaps between frequently disciplined students and their less-disciplined peers. Additionally, we find the district's public identification of schools most in need of continued reform, and provision of restorative justice training to these schools, is associated with further reductions in suspensions. Despite this progress, suspension gaps between black and non-black students, and between special education (SPED) and non-SPED students, still persist in our data, suggesting that districts may need more time and comprehensive strategies to fully resolve these inequities.  相似文献   

18.
Many school accountability programs are built on the premise that the sanctions attached to failure will produce higher future student achievement. Furthermore, such programs often include subgroup achievement rules that attempt to hold schools accountable for the performance of all demographic classes of students. This paper looks at two issues: the degree to which such rules increase the likelihood of school failure, and the effect of failure to meet a performance standard on subsequent student achievement. Using data from California's state accountability program, I find that subgroup rules lead to otherwise similar schools having different probabilities of failure. I also find that subgroup induced failure leads to lower future student achievement under both the state's system and its’ implementation of No Child Left Behind. This implies that small demographic differences play a large role in how schools are judged and how they perform under current accountability systems.  相似文献   

19.
ABSTRACT

The British government's proposals for the reform of primary initial teacher education (ITE), including the transfer of major responsibility to schools, are examined in the context of their plans for more centralised control over the curriculum and the imposition of traditional methods of teaching. A model of appropriate objectives for school‐based primary ITE is outlined and an alternative concept of partnership based on co‐operation between higher education institutions and schools put forward. Implications of the reforms for primary schools are considered. In an attempt to make sense of the government's proposals, the apparent contradiction between its commitment to an educational market and the actual concentration of power in its own hands is explored. The reforms are shown to be part of a sustained attack on education professionals, and to illustrate how market relations may be used to promote the dominance of the central state by fragmenting opposition.  相似文献   

20.
Indonesia has seen several recent attempts to devolve control over the curriculum to the local level. Rather than catalogue all of the problems encountered in the course of their implementation, the present contribution focuses on a single reform, the Local Content Curriculum (LCC). Analysis of local responses to this reform provides insights into the states influence on the actions and attitudes of Indonesian educators not previously detailed in research on educational decentralisation. These insights into the implementation of the LCC expand the understanding of the tangible effects of educational reform on actual learning institutions and pupils as well as inform about the central governments real ability to effect change in schools. The study also shows how the lethargy of local actors is bound to deeply engrained views about the role of Indonesian teachers in school, in the society and in the state.  相似文献   

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