Compliance, Chaos, or Coherence? How Superintendents, Districts, and Schools Craft Coherence From School Turnaround Policy

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
A. Torres, Sandy Frost Waldron, Jason Burns
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引用次数: 1

Abstract

This mixed-method study examines Michigan’s Partnership policy for school turnaround, which positions the district and superintendents as key policy implementation actors. We first interviewed 21 of 35 Partnership superintendents/leaders across Michigan and surveyed teachers to understand the initial response to the turnaround policy and the strategic planning process. We then used our understanding of these leaders’ responses to conduct a purposively sampled embedded multiple comparative case study of three varied districts. These case studies helped us more deeply understand and compare how districts engaged in the process of crafting coherence and school-level stakeholders’ perceptions of activities related to coherence and implementation of the reform. Based on these two levels of data collection and analysis, we found that many leaders used the opportunity to create new changes, roles, and partnerships, but the majority also symbolically adopted policy demands by aligning their turnaround plans with pre-existing efforts. Using cross-case comparisons of our three districts, we argue that some degree of strategic buffering from policy demands may be warranted, especially when districts have low capacity and face significant challenges recruiting and retaining teachers.
遵从,混乱,还是连贯?主管、地区和学校如何从学校转型政策中达成一致性
这项混合方法研究考察了密歇根州的学校转型伙伴关系政策,该政策将学区和督学定位为关键的政策实施参与者。我们首先采访了密歇根州35名伙伴关系负责人/领导者中的21名,并调查了教师,以了解对周转政策和战略规划过程的初步反应。然后,我们利用我们对这些领导人回应的理解,对三个不同地区进行了有目的的抽样嵌入式多个比较案例研究。这些案例研究帮助我们更深入地了解和比较地区如何参与制定一致性的过程,以及学校层面利益相关者对与一致性和改革实施相关的活动的看法。基于这两个层面的数据收集和分析,我们发现许多领导者利用这个机会创造了新的变革、角色和合作伙伴关系,但大多数人也象征性地通过将他们的转型计划与已有的努力相结合来采纳政策要求。通过对我们三个学区的跨案例比较,我们认为在一定程度上对政策需求的战略缓冲是必要的,特别是当学区的能力较低并且面临招聘和留住教师的重大挑战时。
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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