Chapter

The Co-Construction of Educational Reform: The Intersection of Federal, State, and Local Contexts

Amanda Datnow

in Toward Positive Youth Development

Published in print June 2008 | ISBN: 9780195327892
Published online April 2010 | e-ISBN: 9780199301478 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195327892.003.0015
The Co-Construction of Educational Reform: The Intersection of Federal, State, and Local Contexts

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This chapter offers a theory of how district, state, and federal contexts jointly shape the success of educational reform efforts at the school level. In order to describe the “co-construction” perspective of reform implementation, it examines data from a multiple case study of a current reform movement, data-driven decision making. An analysis of data reveals that implementation is a system-wide activity, even when the desired change is mainly at the school level. However, the various policy levels have varying degrees of influence, and varying levels of connection with each other, depending on local circumstances. Implications for policy, practice, and the further study of the “co-construction” of educational reform are discussed. It is argued that examining the co-construction of reform and the linkages across the educational system would likely provide insights which could inform the fields of educational research, policy development, and evaluation.

Keywords: educational reform; educational policy; case study research; educational change

Chapter.  8660 words.  Illustrated.

Subjects: Developmental Psychology

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