Literaturnachweis - Detailanzeige
| Autor/inn/en | Kannapel, Patricia J.; und weitere |
|---|---|
| Institution | Appalachia Educational Lab., Charleston, WV. |
| Titel | Opposition to Outcome-Based Education in Kentucky. |
| Quelle | (1995), (55 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Policy; Elementary Secondary Education; Outcome Based Education; Parent Influence; Parent Participation; Policy Formation; Politics of Education; Public Opinion; Public Support; Resistance to Change; Rural Education; School Districts; School Restructuring |
| Abstract | Opposition to outcome-based education (OBE) has become a rallying cry for a number of organized groups that oppose state-education reform initiatives around the country. Such opposition has arisen recently in Kentucky among groups that object to many components of the Kentucky Education Reform Act of 1990 (KERA). This paper explores the development of KERA opposition at the state level and in four small, rural school districts and its effect on school restructuring. Data were obtained from interviews with superintendents, principals, teachers, parents, local and state-level leaders in the anti-KERA movement, and State Department of Education officials; observation of various meetings; and document analysis. Findings indicate organized opposition to KERA is not as broad-based as it might appear. However, the movement has highlighted some areas of concern that are shared by many parents and educators around the state. The following concerns were expressed in all four districts: loss of academic basics, lowering of standards, the accountability system, and the nongraded primary. Because parents relied on local district staff for information, professional development for educators may be the most successful way to keep KERA in place. Kentucky policymakers must ensure that the public and local school officials are well informed about KERA; they must also be open to making further adjustments to KERA if research-based evidence suggests that students are not achieving at acceptable levels. Above all, it is important that the lines of communication be kept open among state policymakers, the opposition movement, and the general public. The appendix contains Kentucky's learning goals, original valued outcomes, and academic expectations. (Contains 39 references.) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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