NCLB, School-Based Instructional Policy and Decision-Making: A Proposed Research Agenda

Autor/in	Kaniuka, Theodore S.
Titel	NCLB, School-Based Instructional Policy and Decision-Making: A Proposed Research Agenda
Quelle	In: College Student Journal, 43 (2009) 3, S.787-799 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Stellungnahme; Social Class; School Restructuring; Educational Change; Probability; Educational Experience; School Policy; Minority Groups; Decision Making; Academic Achievement; Sex; Teaching Methods; Low Achievement; At Risk Students; Educational Administration; Educational Attitudes; Educational Research + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Schulreformplan; Schulumwandlung; Bildungsreform; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Bildungserfahrung; Schulpolitik; Ethnische Minderheit; Decision-making; Entscheidungsfindung; Schulleistung; Geschlecht; Geschlechtsverkehr; Teaching method; Lehrmethode; Unterrichtsmethode; Unterdurchschnittliche Leistung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsforschung; Pädagogische Forschung
Abstract	The delivered curriculum, or the curriculum the students actually experience has always been a function of teacher decision making. Since the inception of high stakes accountability, the curricula to which students are exposed have become a focal point of school reform efforts. This article argues that the null curriculum is expanding in ways that are a function of educators' paradigmatic perspectives and that these perspectives are actually manifestations of school policy in the quest for comprehensive school reform. The actual or delivered curriculum is a function of several factors including social class, sex, prior academic performance, and teachers' instructional paradigms. Furthermore, educator's instructional paradigms are arguably rooted in prior professional experience and school-based contextual variables. The impact of these paradigmatic perspectives has serious implications for all students; however, low performing and minority students seem to be at-risk not only due to their non-school variables, but possibly due to how a combination of these variables are manifested in the instructional policies enacted at the school and district levels. The increased probability that the null curriculum expands by not only excluding various disciplines but also reducing the academic rigor contained in the actual curriculum represents a dour combination of educational experiences for those students who can least afford these outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10