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ERIC Number: ED421773
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 30
Abstractor: N/A
Reference Count: N/A
How Educators Process and Respond to State-Level Education Reform Policies: The Case of Oregon.
Conley, David T.; Goldman, Paul
This paper reports on an investigation of educator reaction to one state's systemic school reform legislation. Educators have generally been reticent to embrace state-level legislation reform initiatives while simultaneously agreeing with their ultimate goals. Findings are the latest data in a 5-year longitudinal study begun in 1992 that focused on educator reactions to Oregon's 1991 comprehensive educational reform legislation (creating initial and advanced certificates of mastery and school-site councils). This report summarizes previous findings and builds upon them within an institutionalism and compliance-theory framework. Data were gathered from a series of 6 self-administered questionnaires distributed at 24 to 92 schools during fall 1992, 1993, 1994, 1995, and spring and fall 1997. Survey instruments contained various multiquestion dimensions: changes in teaching context, curriculum change, teachers' engagement in reform activities, teacher support of reform provisions, assessment changes, attentiveness to at-risk students, and other factors. Primary effects of reform where more teachers agreed than disagreed were: to increase teacher workload; focus curriculum on state standards; increase schools' accountability; increase curriculum integration; increase teacher collaboration; and increase social-service integration into schools. Teacher attitudes toward reform are ambivalent, though teachers are moving slowly to accept reform requirements. Policy drift may have occurred, and compliance and institutionalist forces have slowed implementation. (Contains 57 references.) (MLH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon