ERIC Number: EJ1003456
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 30
Educational Turbulence: The Influence of Macro and Micro-Policy on Science Education Reform
Johnson, Carla C.
Journal of Science Teacher Education, v24 n4 p693-715 Jun 2013
Enactment of federal educational policy has direct implications for states and local school districts across the nation, particularly in the areas of accountability and funding. This study utilized constructivist grounded theory to examine the impact of policy on science education reform in a large, urban school district over a 5-year period. The existence and interaction between macro and micro, and explicit and implicit policies created "educational turbulence". Findings further extend upon Fullan's (Change theory: a force for school improvement, 2006) change theory adding high-stakes accountability as a prevalent distractor issue and the need for quad-level, rather than tri-level engagement in reform. Suggestions for addressing "educational turbulence" are provided.
Descriptors: Accountability, Science Education, Educational Change, Grounded Theory, Urban Schools, Constructivism (Learning), Change Strategies, Educational Policy, Federal Government, Public Policy
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A