FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W304128839> ?p ?o ?g. }

• W304128839 abstract "In 1991, Oregon State Legislature passed Act for 21st Century. Since then, schools around state have reacted in variety of ways in an attempt to meet or avoid law's requirements. A survey of schools and focus-group data from 18 Oregon schools were used to examine policy artiailation process from three perspectives: effectiveness of state mandates in education reform, school-level change in education reform, and coherence of two approaches together. Implementation of early stages of reform act has taken place during severe budgetary stress in many parts of state due to statewide property tax limitation. The research indicated that, in general, educators were positive toward concepts included in statewide reform effort. More than 90 percent thought that law was designed to restructure education and to increase student success. Many believed that law would be implemented because many students were not being served and fundamental change was needed. Over time, there has been little change in educators' attitudes toward school reform as state-wide movement. Instead, teachers take highly functional approach and view school reform in terms of their own buildings and their own needs. (Contains 54 references.) (JPT) *********************************************************************** Reproductions supplied by EDRS are best that can be made * i:.rom original document. *********************************************************************** School Responses to State-Level Restructuring Legislation Paul Goldman David T. Conley ,..-0Ecs .e 'FS 'Pe PL 4, I= S Associate Professors 2>. S DEPARTMENT OF ECAFF-AlION i = A-res =tie* Ez... SS rf,. PEPPL:-CE A.. .-AS BEE% ::3A`.-Er-' .e Policy & Management . University of Oregon N.D Eugene, OR 97403-1215 503-346-5065 Presented at annual meeting of American Research Association New Orleans, Louisana, April 4, 1994 `j-:PYAC% CE.-EP Research Problem and Research Context How are teachers in Oregon reacting to state-level education reform legislaticn two years after it was passed? How have attitudes at selected schools changed? What factors shape or influence receptivity to systemic change at school site level? Teacher responses to legislatively mandated school restructuring allow us to consider these issues. In 1991, Oregon state Legislature passed far reaching Educational Act for 21st Century that promised to alter profoundly public elementary and secondary schools by end of century. In series of studies (Conley, Goldman, & Dunlap, 1993a; Conley, Goldman, & Dunlap, 1993b; Goldman & Conley, 1993) we have been exploring issue of whether and how such legislation becomes viable, enacted program at school district and school building levels. Few schools are rushing to implement all parts of Act, yet large number of schools appear to be moving quickly to make changes in one or more areas. Other schools are reacting more slowly and are directing efforts to meeting minimum legal requirements; still others are virtually ignoring legislation. What differentiates these schools and districts from one another? We report here on follow up survey data from 24 schools April 19, 1994 1 collected during October, 1993 and focus group data from 18 Oregon schools gathered during January arid February. 1994. These schools were purposively selected from larger gxoup of 92 schools that had been surveyed between October and December, 1992. These data allow us to consider policy articulation process in Oregon from three conceptual perspectives: first focuses on effectiveness of state mandates as. engines of education reform, while second looks at school level charge as engine reform. The third approach, examining policy coherence., attempts to integrate first two. While each of these approaches can, and should be assessed across and between individual states' restructuring policy, at some level analysis must take into account unique policy context that exists inside each state. Oregon is particularly good example of this dynamic. The Context of Reform in Oregon Overview of H.B. 3565 When Oregon Legislature passed H.B. 3565 in June, 1991, it established new vision of schooling for state's 1,200 public elementary and secondary schools. Oregon's educators were neither prepared for, nor participated in, clfz:o.'.opment of this legislation. Instead, their attention had been focused on state's recently enacted tax limitation measure, and its implications for education funding. Oregon's reform legislation is far reaching, encompassing policies from early childhood to post secondary education, from accountability to school governance. The Act presents complex framework for systemic redesign of education, preschool through postsecondary. Some of most important and potentially influential sections of Act include following: 3 April 19, 1994 -2The intention of Act is to create restructured educational system...to achieve state's goals of best educated citizens in nation by year 2000 and work force equal to any in world by year 2010. There is an emphasis on an educated citizenry and high-quality work force. The Act outlines success-oriented educational system that begins with students who enter kindergarten ready to learn. It establishes as state policy intention to implement 'programs for early childhood education including prenatal care. parenting education, child-parent centers, and...prekindergarten It sets 1998 goal for full funding of prekindergarten programs for all eligible children. The use of nongsaded primary classrooms, where children of several years of age are taught together. is to be explored. The emphasis is on creating success-based primary programs where failure is avoided. In combination with expanded preschool programs, primary classroom will enhance success for essentially all children through use of and grouping strategies appropriate to developmental level of child, not just his ,r her chronological age. The largest changes in structure of schooling occur at high school level. where traditional four-year program will be broken into two separate programs. Certificate of Initial Mastery (CIM) and Certificate of Advanced Mastery (CAM). Every student will have opportunity to obtain CIM by age sixteen or end of 10th grade. To obtain C1M student must demonstrate the capacity to learn, think. reason, retrieve information and work effectively alone and in groups. Additionally, students must have and skills to read, write. problem solve, think critically and communicate across disciplines, at national levels by year 2000 and at international levels by year 2010. Assessment must include 'a series of performance-based assessments benchmarked to mastery levels at approximately grades 3, 5. 8, and 10 including but not limited to work samples, tests and portfolios...culminating in project or exhibition that demonstrates attainment of required knowledge and skills. The Certificate of Advanced Mastery (CAM) leads to college preparatory. academic professional technical endorsement, or both, in one of six broad occupational categories. Mastery must be demonstrated here as well through performance-based means. The requirements for CAM must be designed to facilitate movement between endorsements and shall encourage choice and mobility so as to enhance student's to maximize exposure to full range of educational experiences. The curriculum must include opportunities for structured work experiences, cooperative work and study programs, on-the-job training and apprenticeship programs in addition to other subjects. The certificate must also include a comprehensive educational component. The Act contains numerous provisions defining how help and assistance will be provided to students who are not succeeding in public education. Included are requirements that schools identify in primary years students who are not succeeding and attempt alternative instructional approaches with those students. along with provisions for identifying and providing comprehensive support to atrisk students through alternative learning centers. Social service agencies are required to coordinate their services with those of public schools, and to offer them at site closest to client. For students who leave school before receiving CIM, learning centers will offer teaching strategies, technology, and curricula that emphasize latest research and best practice to help them obtain their CIM. Enhanced public accountability for education is achieved through Oregon Report Card, comprehensive report on performance on school-by-school basis, an increase in visits from external accreditation teams, local school and district self-evaluations every two years, and increased parental involvement." @default.
• W304128839 created "2016-06-24" @default.
• W304128839 creator A5016812439 @default.
• W304128839 creator A5033057825 @default.
• W304128839 date "1994-04-01" @default.
• W304128839 modified "2023-09-27" @default.
• W304128839 title "School Responses to State-Level Restructuring Legislation." @default.
• W304128839 cites W131586445 @default.
• W304128839 cites W1504323268 @default.
• W304128839 cites W185753523 @default.
• W304128839 cites W1896680446 @default.
• W304128839 cites W191385484 @default.
• W304128839 cites W1970807196 @default.
• W304128839 cites W2053226468 @default.
• W304128839 cites W2058869603 @default.
• W304128839 cites W2060494846 @default.
• W304128839 cites W2091176439 @default.
• W304128839 cites W2112635715 @default.
• W304128839 cites W2124318418 @default.
• W304128839 cites W2144513501 @default.
• W304128839 cites W2172053167 @default.
• W304128839 cites W223138231 @default.
• W304128839 cites W2313563931 @default.
• W304128839 cites W2326555739 @default.
• W304128839 cites W255380359 @default.
• W304128839 cites W2726445707 @default.
• W304128839 cites W278003720 @default.
• W304128839 cites W3106705972 @default.
• W304128839 cites W3129043169 @default.
• W304128839 cites W323675844 @default.
• W304128839 cites W53350458 @default.
• W304128839 cites W599642871 @default.
• W304128839 hasPublicationYear "1994" @default.
• W304128839 type Work @default.
• W304128839 sameAs 304128839 @default.
• W304128839 citedByCount "3" @default.
• W304128839 crossrefType "journal-article" @default.
• W304128839 hasAuthorship W304128839A5016812439 @default.
• W304128839 hasAuthorship W304128839A5033057825 @default.
• W304128839 hasConcept C11413529 @default.
• W304128839 hasConcept C144133560 @default.
• W304128839 hasConcept C17744445 @default.
• W304128839 hasConcept C199539241 @default.
• W304128839 hasConcept C2777351106 @default.
• W304128839 hasConcept C41008148 @default.
• W304128839 hasConcept C45237549 @default.
• W304128839 hasConcept C48103436 @default.
• W304128839 hasConceptScore W304128839C11413529 @default.
• W304128839 hasConceptScore W304128839C144133560 @default.
• W304128839 hasConceptScore W304128839C17744445 @default.
• W304128839 hasConceptScore W304128839C199539241 @default.
• W304128839 hasConceptScore W304128839C2777351106 @default.
• W304128839 hasConceptScore W304128839C41008148 @default.
• W304128839 hasConceptScore W304128839C45237549 @default.
• W304128839 hasConceptScore W304128839C48103436 @default.
• W304128839 hasLocation W3041288391 @default.
• W304128839 hasOpenAccess W304128839 @default.
• W304128839 hasPrimaryLocation W3041288391 @default.
• W304128839 isParatext "false" @default.
• W304128839 isRetracted "false" @default.
• W304128839 magId "304128839" @default.
• W304128839 workType "article" @default.