State reform and local capacity: encouraging ambitious instruction for all and local decision-making

Jennings, Nancy E.; Spillane, James P.

doi:10.1080/0268093960110405

Cited by 14 publications

(14 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…District administrators' "constant and active support" for a reform is a necessary condition for local implementation (Berman & McLaughlin, 1978, p. 33). Recent research corroborates these findings, suggesting that school districts influence the implementation of state and national reforms because they mobilize instructional guidance instruments (e.g., curriculum guides, materials) to press particular substantive ideas about instruction (Goertz, Floden, & O'Day, 1995;Jennings & Spillane, 1996;Price & Ball, 1997). These ideas vary among districts and are not always in agreement with state policymakers' proposals (Spillane, 1996;Spillane & Thompson, 1997).…”

mentioning

confidence: 73%

State Policy and the Non-Monolithic Nature of the Local School District: Organizational and Professional Considerations

Spillane¹

1998

American Educational Research Journal

208

178

View full text Add to dashboard Cite

This article examines how the local school district’s non-monolithic character undermines state level efforts to create more coherent guidance for instruction of teachers. Exploring two school districts’ responses to a state reading policy, the author suggests that what the school district does by way of enacting state policy is not always internally homogenous: The image of the school district that emerges is one of a non-monolithic agency of instructional guidance. Attempting to unravel and explain the internal variation in the school district’s response to state policy, the author considers the school district’s organizational arrangements as well as the professional specializations and associations of district staff.

show abstract

mentioning

confidence: 73%

State Policy and the Non-Monolithic Nature of the Local School District: Organizational and Professional Considerations

Spillane¹

1998

American Educational Research Journal

208

178

View full text Add to dashboard Cite

show abstract

“…To implement instructional reforms, teachers need better resources for learning including concrete examples of student work, opportunities to master disciplinary content required to meet new standards, and examples of how teachers have helped students like theirs meet the standards (Ball, Cohen, Peterson, & Wilson, 1994). Access to opportunities for learning are inequitably distributed across urban, rural, and suburban districts (Jennings & Spillane, 1995).…”

Section: Issues Related To Capacity and Capacity-buildingmentioning

confidence: 99%

Instructional Capacity and High Performance Schools

Corcoran

Goertz

1995

Educational Researcher

View full text Add to dashboard Cite

“…LEAs, however are political entities that enact reform idiosyncratically, that is they advocate for instructional reform simpatico with their goals and philosophies which may not be congruent with state policymakers' intentions (Goertz et al 1995;Jennings and Spillane 1996;Price and Ball 1997;Spillane 1998). In essence, the reform recipe changes.…”

Section: District Responsibilitiesmentioning

confidence: 95%

Teacher subcultures of democratic practice amidst the oppression of educational reform

et al. 2008

View full text Add to dashboard Cite

Teachers' voices explore and document what is at stake when they are excluded from power-brokering conversations that mandate how teachers practice and model democracy in classrooms. Case study vignettes, interviews, classroom observations, and reflections of teachers in urban and suburban schools reveal four significant teacher subcultures of democratic practice: a subculture of compliance, a subculture of noncompliance, a subculture of subversion, and a subculture of democratic inquiry and practice. Analyses reveal that each subculture poses significant stakes for teachers, preservice teachers, the teaching profession, pupils, and society writ large.Keywords Reform Á Teacher subculture Á Democratic practice Á Educational change Á Oppression of educational reform Á Compliance Á Noncompliance Á Subversion Á Democratic inquiry and practice Teacher subcultures of democratic practiceWhat is democracy? Follett (1988) observed that democracy is a genuine union of true individuals, not a majority will, but rather an integrated will, where the group is the vehicle through which unity, rather than uniformity is realized. Like John Calhoun who believed that the goal of

show abstract

State reform and local capacity: encouraging ambitious instruction for all and local decision-making

Cited by 14 publications

References 4 publications

State Policy and the Non-Monolithic Nature of the Local School District: Organizational and Professional Considerations

State Policy and the Non-Monolithic Nature of the Local School District: Organizational and Professional Considerations

Instructional Capacity and High Performance Schools

Teacher subcultures of democratic practice amidst the oppression of educational reform

Contact Info

Product

Resources

About