Challenging Instruction for "All Students": Policy, Practitioners, and Practice. JCPR Working Paper.

Autor/in	Spillane, James P.
Institution	Joint Center for Poverty Research, IL.
Titel	Challenging Instruction for "All Students": Policy, Practitioners, and Practice. JCPR Working Paper.
Quelle	(2002), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Administrator Attitudes; Black Students; Disadvantaged Youth; Educational Change; Educational Policy; Elementary Education; Equal Education; Poverty; Rural Schools; State Standards; Teacher Attitudes; Urban Schools; South Carolina + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Bildungsreform; Politics of education; Bildungspolitik; Elementarunterricht; Armut; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Urban area; Urban areas; Stadtregion; Stadt
Abstract	This study investigated the local implementation of South Carolina state policy initiatives that proposed more rigorous academic content for all students, analyzing the implementation process in schools with predominantly poor and minority students. The study, conducted between 1992-96, examined data from four urban and rural elementary schools. It examined the relationship between local educators' knowledge and beliefs about disadvantaged students and their beliefs about teaching, learning, and class management, and how these beliefs influenced the implementation of reform policies. State policymakers, central office administrators, school principals, and teachers completed interviews examining such concerns as how teachers viewed the practice proposed by reformers, what they considered the key instruments of reform, and their involvement in reform activity. About half completed multiple interviews. Results highlighted a tremendous gulf between the rhetoric of reform, on the one hand, and local practice and rhetoric, on the other. Local educators had preconceived notions about disadvantaged students. They shelved proposals for more intellectually challenging content and pedagogy, flatly rejecting them as inappropriate and focusing almost exclusively on getting disadvantaged students up-to-speed on basic skills. Various interactions were central in teachers' efforts to reconstruct their practice (e.g., the interaction between teacher knowledge of instruction and beliefs about disadvantaged students). With time and experience, some teachers came to see that their disadvantaged students were interested in and motivated to learn. (Contains 62 references.) (SM)
Anmerkungen	For full text: http://www.jcpr.org/wp/wpdownload.cfm?pdflink=wpfiles/ spillane.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC