Education Reform and the Limits of Policy: Lessons from Michigan

Addonizio, Michael F.; Kearney, C. Philip

doi:10.17848/9780880993951

Cited by 10 publications

(1 citation statement)

References 32 publications

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“…Enhancement of students' achievements is the utmost objective of educational reform agendas in most countries (Addonizio & Kearney, 2012;Coburn, Hill, & Spillane, 2016;Kalenze, 2014). Behind this global effort towards higher levels of student performance at the school level, there are diverse state and local agencies such as policy makers, district authorities, local councils, teachers, parents, and students, all promoting overlapping and often contradictory interests.…”

Section: Introductionmentioning

confidence: 99%

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

Schechter

2017

EPAA

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Principals' implementation of national reforms in the educational arena resembles a wild ride on a roller coaster as they face with contradicting demands, ongoing confusion and ambiguity. As critical change agents, principals interpret and translate reform demands into local practices through a process of sense-making. This current qualitative research explored 60 high school principals' sense-making processing of their leadership within a national reform through their use of metaphors. Data analysis yielded four themes: (a) reframing the principal's role and pedagogical autonomy; (b) refra ming the principal's work; (c) reframing the school culture; and (d) reframing the principal's relationships with teachers. This study expands the currently limited knowledge about principals' experience with and responses to reforms, and suggests implications and further research on metaphors principals use within reform implementation. Keywords: Education reforms; metaphors; sense-making; principals Haciendo conciencia mientras atravesamos la niebla: Las metáforas de los directores dentro de una implementación de la reforma nacional Resumen: La implementación de las reformas nacionales en el ámbito educativo por parte de los directores se asemeja a un paseo salvaje en una montaña rusa al enfrentarse con exigencias contradictorias, que van desde la confusión hasta la ambigüedad. Como agentes de cambio críticos, los directores interpretan y traducen las exigencias de la reforma en prácticas locales a través de un proceso de "generar conciencia". Esta investigación en términos cualitativos exploró 60 procesos de "generación de conciencia" de los Directores de escuelas secundarias, referente a su liderazgo dentro de una reforma nacional a través del uso de metáforas. El análisis de los datos obtenidosarrojo cuatro temas: (a) replantear el papel del director y la autonomía pedagógica; (b) replantear el trabajo del director; (c) replantear la cultura escolar; y (d) replantear las relaciones del director con los maestros. Este estudio amplía el conocimiento actualmente limitado sobre la experiencia de los directores y las respuestas a las reformas, y sugiere implicaciones e incrementar la investigación sobre las metáforas que los Directores usan en la implementación de la reforma. Palabras-clave: Reformas educativas; metáforas; generando conciencia; directores Fazendo consciência à medida que passamos pelo nevoeiro: As metáforas dos diretores dentro de uma implementação da reforma nacional Resumo: A implementação de reformas nacionais no campo educacional pelos diretores é semelhante a um passeio selvagem em uma montanha-russa diante de demandas contraditórias, que vão desde a confusão até a ambiguidade. Como agentes de mudança crítica, os diretores interpretam e traduzem as demandas de reforma nas práticas locais através de um processo de "gerar consciência." .Esta pesquisa, em termos qualitativos, explorou 60 processos de "geração de conscientização" dos diretores das escolas secundárias, referentes à sua liderança den...

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Section: Introductionmentioning

confidence: 99%