Deprofessionalization of curriculum decision-making

Abstract

Barantovich, Martha M., "Deprofessionalization of curriculum decision-making" (2006). This plan has resulted in the creation of state legislation directing educational standards, accountability measurements, rewards and sanctions for school performance, and, it is assumed that it has had significant effects as to what goes on in schools. This analysis represents an effort to ensure that the focus of this study, policy decisions and implementation, is analyzed, as opposed to a reflex response to a mandated change. AssumptionsUnderlying this research were some basic assumptions regarding state education policy and district education policy. Education policies implemented at the district level are aligned with those developed at state level. However, as educational policies are implemented, it is assumed that a dialogue exists between the district and the state for the purpose of achieving the intentions of the policy. This study began with the assumption that evidence would be found demonstrating two-way rather than one-way communication. 4The study of policy formation and secondary language arts curriculum decisionmaking is assumed to be representative of policy development related to all levels and content areas of the curriculum. Therefore it is assumed that the findings of this study are generalizable beyond language arts. Theoretical FrameworkOne of the purposes of policy is to guide future decisions regarding education reform (Mann, 1975). Deciding whether the policy is relevant to society as a whole or to particular groups of individuals is one of the roles of a policy analyst. Clemons andMcBeth (2001) to control the scope of the policy process (Clemons & McBeth, 2001;Waste, 1989).Triggering events, "convert a routine problem into a widely shared, negative public response" (Waste, 1989, p. 38). Negative responses to routine problems allows for the creation of policy to alleviate the problem. It is noted that the event may or may not require political action (Clemons & McBeth, 2001;Ostrom, 1999 When analyzing the systemic formation of policy, it is necessary to recognize some of the organizational structure that allows certain policies to come to fruition. "The institutional arrangements of American government have proven remarkably well-suited for pursuing different policies toward contradictory goals simultaneously" (Dye, 1975, p. 174). Campbell, Cunningham, McPhee, and Nystand (1970) underscore that educational policy is rooted in the ideology that schools in America are expected to solve problems that may be more relegated to society at large. In regards to national educational policy, the authors state, perhaps [these federal] relationships to education will have more meaning for us if we recognize that policy grows out of the basic socioeconomic forces in our society which generate movements antecedent to policy, that these movements encourage political action, and that finally these activities lead to formalization of policy by governmental agencies (p. 39).In other words, educational policy ma...