ERIC Number: ED438623
Record Type: Non-Journal
Publication Date: 1999-Oct
Reference Count: N/A
Curricular and Instructional Differentiation in Magnet Schools: Market Driven or Institutionally Entrenched?
This paper examines market and institutional perspectives to provide a framework for exploring curricular and instructional differentiation in school choice. It reviews previous research on the relationship between school choice and curricular, and instructional differentiation and innovation, and explores the extent to which principals and teachers in two urban districts reported that curricular and instructional differentiation and innovation exist between magnet and nonmagnet schools. The article focuses on magnet schools as one type of choice strategy. It explains how most school-choice plans are heavily rooted in market theory--a set of theoretical arguments based on a series of fundamental economic assumptions about human and organizational behavior--and how a"quasi-market" theory would put more emphasis on creating a wide range of choices, rather than fostering competition between providers. Findings from the study suggest three important issues: (1) students who choose magnet schools because they are expecting different methods of instruction are not receiving such instruction; (2) the extent to which teachers describe their principal as interested in innovative ideas is unrelated to curricular and instructional innovation; and (3) magnet schools are more likely to lead to school-level--rather than classroom-level--curricular and instructional changes. (Contains 27 references, an appendix, and 3 tables.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: N/A