|
|
Extending Educational Reform: From One School to Manyreviewed by Stephen Clements - 2003 Title: Extending Educational Reform: From One School to Many Author(s): Amanda Datnow, Lea Hubbard, and Hugh Mehan Publisher: Routledge/Falmer, New York ISBN: 0415240700, Pages: 179, Year: 2002 Search for book at Amazon.com Buried within the pages of Tyack and Cuban’s insightful
essay collection entitled Tinkering Toward Utopia is the
compelling notion that schools themselves change reforms, and are
not simply malleable entities that adapt seamlessly to reforms
imposed upon them from the outside. In Extending
Educational Reform: From One School to Many, Amanda
Datnow, Lea Hubbard, and Hugh Mehan explore the school and district
level policy tug of war process that takes place as recently
developed model school reform designs are imported into the context
of specific schools.
To aid our understanding of this process, Datnow and her
associates articulate a theoretical framework for understanding how
reforms are “co-constructed,” or adapted by local
educators for use in their own school. Rather than viewing
reform implementation difficulties as proceeding from technical or
organizational challenges, the authors here aver that reform
adaptation occurs through a complex interaction among structural
constraints, cultural features, and personal agency in each school
setting. Accordingly, they argue, understanding the dynamics
of conjoining an externally developed school reform design... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
|
|
|
- Stephen Clements
Kentucky Education Professional Standards Board E-mail Author STEPHEN CLEMENTS is currently supervising research and postsecondary curriculum review activities for Kentucky’s federal HEA Title II teacher quality enhancement grant. Before assuming his current position, he was an assistant professor in the University of Kentucky’s Department of Educational Policy Studies and Evaluation where he remains an adjunct faculty member. He has a Ph.D. in political science from the University of Chicago, and has spent much of his career working in and around education policy. In recent years he has focused in particular on state level policy matters in Kentucky. He has authored or coauthored monographs on Kentucky’s teacher workforce and the postsecondary aspirations of the state’s high school students, and has been involved in evaluations of the state’s professional development system and Lexington’s magnet school program. In addition, he helped design a plan to revamp the state’s education data infrastructure, and serves on Kentucky’s interagency Data Policy Committee to oversee implementation of that plan.
|
|
|
|
|