Journey From the Statehouse to the Schoolhouse: A Study of the Implementation of State Policy
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Authors
Thuente, Kimberly A.
Issue Date
2002-05
Type
Thesis
Language
en_US
Keywords
Education and state--Iowa. , Educational change--Iowa. , Educational law and legislation--Iowa. , Schools--Government policy--Iowa.
Alternative Title
Abstract
The problem: The problem of this study was to identify and analyze factors
that assist in the creation of meaning at the local level of state school
improvement mandates and determine what assisted in implementation at the
classroom level.
Procedures: Qualitative methodology was chosen because of the
naturalistic and contextual perspective it provides. Twenty-eight teachers and
administrators were selected from two nominated districts and asked three
research questions. Case study methodology was chosen as the research design
because it provides a picture of what is happening and can capture the individual
differences from one site to the next.
Findings: While the efforts of the two school districts to implement the
school improvement mandates were different, six common themes emerged from
the interviews with administrators and teachers and the classroom observations.
The common themes included: (1 ) district culture and structures, (2) characteristics
of information provided and received, (3) support provided to staff and the broadbased
involvement of staff, (4) the impact at the classroom level, (5) the multiple
dimensions of time, and (6) suggestions for legislators/policy makers.
Conclusions: Five conclusions were drawn from this study: (1 ) Leading
school reform is everybody's business. (2) Good policy design is worth the effort.
(3) Useful policy design reflects the complexity of implementation reality. (4) Time
matters. (5) Rewriting the rules is not cool!
Recommendations:
1 . Bring educators into the process when decisions about design,
funding , and implementation strategies are being discussed because these are
the issues that most concern them.
2. Consider the processes, strategies, and timelines needed for
successful implementation because effective change does not occur overnight
nor in an atmosphere of frequent modification of the rules.
3. Link mandates to existing work in the district and previous
improvement efforts to reduce fragmentation and overload.
4. Establish and support structures in the district to encourage
professional learning, risk-taking, and open communication.
Description
v, 168 leaves. Advisor: A. Perry Johnston.
Citation
Publisher
Drake University