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ERIC Number: ED231908
Record Type: RIE
Publication Date: 1983
Pages: 14
Abstractor: N/A
Reference Count: N/A
Educational Policy and the Working of Schools.
Dreeben, Robert; Barr, Rebecca
This paper examines the connection between educational policymaking and the organization and functioning of the public schools. First, the authors describe hierarchical levels of educational organization (districts, schools, classrooms, instructional groups, and individual students); consider the linkages between levels; and discuss the distribution and utilization of resources, such as time, materials, and student aptitudes, within levels. It is suggested that, given the distribution of students into classes, teachers are responsible for devising effective instructional programs and learning experiences that take account of the variety of student aptitudes within the class. Next, the authors consider how the distributional properties and productive processes of different levels of school organization are related to school desegregation and mainstreaming policies. It is argued that desegregation does not necessarily improve student performance or alter the way schools operate beyond changing their racial composition, since there can be great variation in aptitudes within racial categories. It is also pointed out that mainstreaming policy, which is oriented toward individual attention for handicapped students, is incongruent with the productive processes of school organizations. What is needed, the authors emphasize, is more knowledge on how to link policy implementation with the productive apparatus of schools. (MJL)
Longman, Inc., 19 West 44th Street, New York, NY 10036 (ISBN-0-582-28375-2, $30.00 for book).
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Shulman, Lee S., Ed. and Sykes, Gary, Ed. Handbook of Teaching and Policy. New York, Longman, Inc., 1983. Chapter 3, p81-94.