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| Autor/inn/en | Goldman, Paul; Conley, David T. |
|---|---|
| Titel | Persistence, Disillusionment, and Compliance in Educator Reactions to State School Reform. |
| Quelle | (1997), (44 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Compliance (Psychology); Educational Change; Elementary Secondary Education; Institutions; Longitudinal Studies; Organizational Climate; Outcome Based Education; Performance Based Assessment; Resistance to Change; School Culture; School Restructuring; Schools; Social Psychology; State Legislation; Oregon |
| Abstract | Educator reticence in some states has exerted a moderating effect on attempts to redesign public schooling. This paper presents findings of a longitudinal study that investigated the phenomenon of educator reaction to systemic state school-reform legislation. Oregon's landmark school-reform legislation, passed in 1991 and revised in 1995, serves as a test case. Data were obtained from a self-administered survey of educators from a total of 92 schools during the years 1992, 1993, 1994, and 1995. The findings indicate that Oregon educators continue to have a relatively positive attitude toward school reform, but support appears to have declined in 1995-96. Educators became much less optimistic that the reforms would improve student outcomes. Individual and school demography did not predict educator responses. In addition, for the first time there was a gender gap: men's expectations for school reform declined while those of women remained constant. The most interesting finding was the very large differences between school districts and individual schools, both within and across school districts, in each of the four years. The paper offers a working hypothesis based on social-compliance theory: Social compliance, as operationalized in the form of normative behavior, is important to explain the differences in school-level responses to educational reform legislation. Two tables are included. Appendices contain the questionnaire scale items; a proposed instrument for further research; educator's comments; and statistical tables showing the reactions to school reform at the individual, school district, and building levels. (Contains 39 references.) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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