Leading the Learning from Above: Articulating State School Restructuring Legislation to Districts and School Buildings.

Autor/inn/en	Goldman, Paul; Conley, David T.
Titel	Leading the Learning from Above: Articulating State School Restructuring Legislation to Districts and School Buildings.
Quelle	(1993), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Elementary Secondary Education; Policy Formation; Resistance to Change; School Restructuring; State Legislation; State School District Relationship; State Standards; Teacher Attitudes; Teacher Participation; Oregon + Suchen Sie Ihr Suchwort? Bildungsreform; Politische Betätigung; Schulreformplan; Schulumwandlung; Landesrecht; Staatliches Schulamt; Lehrerverhalten
Abstract	This paper explores educator reactions to Oregon's House Bill 3565, officially the "Oregon Educational Act for the 21st Century," and describes how and why reactions differ among individuals and schools. The act differs from those enacted by other states in that it mandates changes that are not incremental and focuses on the restructuring of secondary education. The traditional 4-year high school program is divided into two performance-based programs--the Certificate of Initial Mastery (CIM) and the Certificate of Advanced Mastery (CAM). Data for this study were derived from a self-administered questionnaire that was sent to all certified staff at 92 schools in 18 Oregon school districts. A total of 2,257 out of 3,445 surveys were returned, a 66 percent response rate. Findings indicate that school-restructuring legislation can be developed without broad-based teacher participation if it responds to concerns already felt by teachers. School leadership, whether derived from principals or teacher-leaders, plays an important role in how schools respond to change. States that mandate change should be prepared to provide some of the resources, such as funding and professional support, that enable educators to make meaning at the site level and that are compatible with and supportive of school structures and strategies. State policymakers should also allow schools to design their own responses to meet externally imposed performance standards. Finally, educators are much more receptive than expected, but are also realistic. Six tables are included. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC