Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology

Abstract

This study identified the policy perspectives of "street-level bureaucrats" in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (FCS). Study participants included 518 administrators, faculty, academic advisors, support staff, and students at 10 institutions in the FCS. The study employed Kluge's (2000) 4-step methodology for deriving an empirically grounded qualitative typology. The 4 implementation patterns in the typology include oppositional, circumventing, satisficing, and facilitative implementation. Our study highlights implications for developmental education reform efforts nationwide and identifies the dynamics that predispose street-level bureaucrats to adopt either oppositional or facilitative implementation behaviors.

The Relationship Between Accelerated Dev-Ed Coursework and Early College Milestones: Examining College Momentum in a Reformed Mathematics Pathway

“…Helping students get through their dev-ed requirements and gateway coursework has implications for students’ momentum toward a degree (Adelman, 2006; Calcagno, Crosta, Bailey, & Jenkins, 2007; Jenkins & Bailey, 2017). Stakeholders in higher education acknowledge the challenges posed by traditional dev-ed, and in response, several states have initiated dev-ed reforms (Brower, Bertrand Jones, Tandberg, Hu, & Park, 2017; Edgecombe, Cormier, Bickerstaff, & Barragan, 2013). In this section, we describe the potential solutions, including components of ongoing reforms used across the country.…”

Big Qual: Defining and Debating Qualitative Inquiry for Large Data Sets

“…An example of theory-building from the DE reform project was a qualitatively derived typology of four broad policy implementation patterns (oppositional, circumventing, satisficing, and facilitative implementation) developed in conjunction with 14 specific behaviors such as improvising and leaving the institution (Brower et al, 2017). An empirically grounded typology, or classification of a social phenomenon according to type, can be derived from qualitative data using methods such as those developed by Kluge (2000).…”

“…Big qual can also be aligned with "rapid qualitative inquiry" (Beebe, 2014) and "multi-sited ethnography" (Coleman & von Hellermann, 2011), though we include in our definition both "slow" and "rapid" methods and qualitative traditions beyond ethnography including, for instance, case study, narrative inquiry, and grounded theory. Our review revealed that the most common research tradition for big qual was the case study (e.g., Brower et al, 2017;Calma, 2013).…”

“…While a comprehensive big qual literature review is beyond the scope of this methodological essay, our initial review of large-scale qualitative and mixed methods studies conducted in the last 5 years uncovered research in a broad range of disciplines including agriculture (e.g., Charatsari & Papadaki-Klavdianou, 2017), business (e.g., St-Hilaire, Gilbert, & Lefebvre, 2018), environmental protection (e.g., Lynn, 2017), health and medicine (e.g., Hurst et al, 2016;Jenkins, Slemon, Haines-Saah, & Oliffe, 2018;Mayberry, 2016), public safety (e.g., Kerrison, Cobbina, & Bender, 2018), sociology and anthropology (e.g., Knight, Cottrell, Pickering, Bohren, & Bright, 2017;Manning & Greenwood, 2018;Reed, Strzyzykowski, Chiaramonte, & Miller, 2018), and education (e.g., Brower et al, 2017;Rutledge, Cohen-Vogel, & Osborne-Lampkin, 2012;Calma, 2013;Eta, Kallo, & Rinne, 2018;LaPointe-McEwan, DeLuca, & Klinger, 2017). Our initial review also showed that fewer than half of big qual studies involved primary data collection in the field.…”

Analisis Implementasi Kebijakan Pendidikan Inklusi Pada Sekolah Dasar

“…Implementasi kebijakan pendidikan melibatkan proses penterjemahan (translate) kebijakan kedalam kebijakan prosedural, peraturan atau instrumen administratif (Gilson, 2016). Tahapan implementasi merupakan fase kritis terhadap efektivitas sebuah kebijakan (Brower, 2017). Implementasi kebijakan pendidikan adalah bagaimana kebijakan diterjemahkan di sekolah dan kelas (Swanson, 2007).…”