A Developmental Perspective of State Policy Initiatives in Instructional Management in the State of Mississippi.

Autor/in	Woodruff, Jane Bruner
Titel	A Developmental Perspective of State Policy Initiatives in Instructional Management in the State of Mississippi.
Quelle	(1986), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Board of Education Policy; Criterion Referenced Tests; Curriculum Development; Curriculum Evaluation; Educational Change; Educational Objectives; Elementary Secondary Education; Evaluation Criteria; Instructional Development; Instructional Material Evaluation; Integrated Curriculum; Long Range Planning; Norm Referenced Tests; Performance; Program Development; School District Autonomy; Skill Development; State Legislation; State Programs; State School District Relationship; State Standards; Student Improvement; Mississippi + Suchen Sie Ihr Suchwort? Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Teaching improvement; Unterrichtsentwicklung; Langfristige Planung; Achievement; Leistung; Programmplanung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Kompetenzentwicklung; Qualifikationsentwicklung; Landesrecht; Regierungsprogramm; Staatliches Schulamt
Abstract	This paper traces the evolution of curriculum reform in Mississippi from a state level, norm-referenced accountability system to a performance-based, centralized accreditation system that integrates instructional management requirements into improvement standards. Accountability legislation has primarily been concerned with quality of student improvement and requires that curricular change bring about performance improvement. With the 1975 accountability law, Mississippi's department of education began building a statewide management system through a norm-referenced testing program. The department prepared guidelines for local accountability programs, but because curricular content varied, districts retained their autonomous character, in opposition to a small, relatively weak education department. The Education Reform Act of 1982 introduced a criterion-referenced program based on basic skills and a performance-based accreditation system, and the act abolished prior curricular requirements. Accreditation became the state's mechanism for implementing change. The education department identified principles of instructional accountability, including course definition through a set of objectives encompassing state-mandated content and adoption of objectives by local boards as basic curriculum requirements. In 1985-86, reforms identified basic skill areas and required that local administrators be held accountable for instructional management systems. Mississippi's programs thereby became part of a centralized management system over an 11-year period. (CJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC