Harnessing Complexity: A Framework for Analyzing School Reform

Autor/inn/en	Knight, Stephanie L.; Erlandson, David A.
Titel	Harnessing Complexity: A Framework for Analyzing School Reform
Quelle	In: Planning and Changing, 34 (2003) 3-4, S.178-196 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	School Restructuring; Educational Change; Accountability; Federal Legislation; School Districts; Focus Groups; Academic Achievement; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bildungsreform; Verantwortung; Bundesrecht; School district; Schulbezirk; Schulleistung
Abstract	The purpose of this article is to discuss an approach to analyzing the interactive effects of multiple reform efforts within a school or school district. The approach resulted from an intensive study of reform in one district in a state characterized by a strong accountability system. First, the authors present a brief history of educational reform in general. Then, they briefly describe the study that provided the impetus for the approach. Finally, the authors discuss the approach and how it can be applied to facilitate understanding of reform within a school or district. (Contains 2 figures.) (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10