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From state to school: Tracing educat...

Collins, Stephen Christian.

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From state to school: Tracing educational (act)ion through educational agencies.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	From state to school: Tracing educational (act)ion through educational agencies./
作者:	Collins, Stephen Christian.
面頁冊數:	205 p.
附註:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1537756
ISBN:	9781303095917

From state to school: Tracing educational (act)ion through educational agencies.
Collins, Stephen Christian.

From state to school: Tracing educational (act)ion through educational agencies. - 205 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.A.)--Northern Arizona University, 2013.

This ethnography was conducted on the implementation of the No Child Left Behind Act (NCLB) through interviewing key players in the educational system in the Southern United States. NCLB takes great strides toward confronting the issue of difference and diversity in America's students who are being educated under a homogeneous curriculum without give. In having to fit and match NCLB's rigid and diffuse policy for America's different and diverse schools, the policy's handlers quickly found they had a problem similar to the one they were trying to fix. By asking practitioners about their personal experiences and opinions concerning NCLB implementation, I was led through the educational system exploring what happened, and why in the last ten years a well-intentioned policy has incurred a narrative full of unintended consequences.

ISBN: 9781303095917Subjects--Topical Terms:

1669130
Education, Policy.

From state to school: Tracing educational (act)ion through educational agencies.
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520 $a This ethnography was conducted on the implementation of the No Child Left Behind Act (NCLB) through interviewing key players in the educational system in the Southern United States. NCLB takes great strides toward confronting the issue of difference and diversity in America's students who are being educated under a homogeneous curriculum without give. In having to fit and match NCLB's rigid and diffuse policy for America's different and diverse schools, the policy's handlers quickly found they had a problem similar to the one they were trying to fix. By asking practitioners about their personal experiences and opinions concerning NCLB implementation, I was led through the educational system exploring what happened, and why in the last ten years a well-intentioned policy has incurred a narrative full of unintended consequences.
520 $a Educational policy is shaped, processed, and implemented by many people, from teachers, to superintendents, to lawmakers. Because so many Americans share a role in the policy process, policy can tell us a lot about our cultural expectations for learning. Through interviews with educational practitioners, nuances emerge in how individuals in a system affect its policies. From the state level of policy processing, to principals and schools, this ethnography works to understand the system at the level where facts, figures, definitions, and law re-encounter the culture of the people processing the law.
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