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Standards-based educational reform: ...

Jester, Timothy Earl.

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Standards-based educational reform: Encounters in rural Alaska.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Standards-based educational reform: Encounters in rural Alaska./
作者:	Jester, Timothy Earl.
面頁冊數:	177 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1706.
Contained By:	Dissertation Abstracts International62-05A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014779
ISBN:	0493256652

Standards-based educational reform: Encounters in rural Alaska.
Jester, Timothy Earl.

Standards-based educational reform: Encounters in rural Alaska. - 177 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1706.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

Standards-based educational reform has become the dominant school reform model in the United States during the past decade. Stemming from corporate leaders and policy elites' dissatisfaction with the outcomes of traditional schooling, the standards-based reform approach calls on states and school districts to set high academic standards for what students should know and be able to do, develop curricula reflective of these standards, and hold schools and students accountable for meeting the standards. While standards-based educational reform promises increased educational opportunity for all students, in practice the approach creates a high-stakes environment and limits educational experiences by promoting the knowledge and values of the dominant groups in American society.

ISBN: 0493256652Subjects--Topical Terms:

626645
Education, Administration.

Standards-based educational reform: Encounters in rural Alaska.
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245 1 0 $a Standards-based educational reform: Encounters in rural Alaska.
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500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1706.
500 $a Sponsor: Gita Steiner-Khamsi.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a Standards-based educational reform has become the dominant school reform model in the United States during the past decade. Stemming from corporate leaders and policy elites' dissatisfaction with the outcomes of traditional schooling, the standards-based reform approach calls on states and school districts to set high academic standards for what students should know and be able to do, develop curricula reflective of these standards, and hold schools and students accountable for meeting the standards. While standards-based educational reform promises increased educational opportunity for all students, in practice the approach creates a high-stakes environment and limits educational experiences by promoting the knowledge and values of the dominant groups in American society.
520 $a The Tikishla School District, a rural school district in Alaska operating schools in two Alaska Native villages and one non-Native community, has imported the standards-based approach in a system-wide reform initiative begun in 1994. The standards-based educational reform in the Tikishla School District is situated in the Alaska Native sociohistorical context that is laden with attempts by U.S. policymakers and educators to eliminate traditional Alaska Native culture and assimilate Native children into dominant American society. Thus, the standards-based reform approach is being implemented in an educational system with sociohistorical links to hegemonic educational approaches.
520 $a This qualitative study presents an in-depth analysis of standards-based educational reform in the Tikishla School District during the 2000–2001 school year. This study was undertaken to understand the district's standards-based reform in sociohistorical context and from the perspective of the district's staff members involved in the implementation process. This study elucidates underlying assumptions and values implicit in the reform's policies and form and in staff's discourses and practices. An analysis of the policy talk, policy action, and policy implementation levels was conducted to identify gaps and/or contradictions existing between and within the district's policy levels. Implications for implementation of standards-based reform and educational transfer are discussed.
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