The substantive and symbolic consequences of a district's standards-based curriculum
This study examines a "critical case" of one school district's efforts to develop and implement a standards-based curriculum. The study was conducted from two competing perspectives that dominated organizational analysis in education: the rational and the institutional. The findings d...
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| Veröffentlicht in: | American educational research journal 2003, Vol.40 (1), p.147-176 |
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| creator | Ogawa, Rodney T u.a |
| description | This study examines a "critical case" of one school district's efforts to develop and implement a standards-based curriculum. The study was conducted from two competing perspectives that dominated organizational analysis in education: the rational and the institutional. The findings demonstrate that the district took an expressly rationalistic approach by using standards and a corresponding criterion-referenced test to focus teachers' instruction on common sets of outcomes. However, the findings suggest that, lacking a clear instructional philosophy, the district also took an institutional approach, in part. Its approach to development and implementation of the standards-based curriculum resulted in district standards that fell below state standards, a narrowing of curriculum and instructional strategies, and professional development and instructional supervision that lacked an instructional focus. (DIPF/Orig.). |
| doi_str_mv | 10.3102/00028312040001147 |
| format | Article |
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The study was conducted from two competing perspectives that dominated organizational analysis in education: the rational and the institutional. The findings demonstrate that the district took an expressly rationalistic approach by using standards and a corresponding criterion-referenced test to focus teachers' instruction on common sets of outcomes. However, the findings suggest that, lacking a clear instructional philosophy, the district also took an institutional approach, in part. Its approach to development and implementation of the standards-based curriculum resulted in district standards that fell below state standards, a narrowing of curriculum and instructional strategies, and professional development and instructional supervision that lacked an instructional focus. 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Rodney T</au><au>u.a</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ677675</ericid><atitle>The substantive and symbolic consequences of a district's standards-based curriculum</atitle><jtitle>American educational research journal</jtitle><date>2003</date><risdate>2003</risdate><volume>40</volume><issue>1</issue><spage>147</spage><epage>176</epage><pages>147-176</pages><issn>0002-8312</issn><eissn>1935-1011</eissn><coden>AECJAX</coden><abstract>This study examines a "critical case" of one school district's efforts to develop and implement a standards-based curriculum. The study was conducted from two competing perspectives that dominated organizational analysis in education: the rational and the institutional. The findings demonstrate that the district took an expressly rationalistic approach by using standards and a corresponding criterion-referenced test to focus teachers' instruction on common sets of outcomes. However, the findings suggest that, lacking a clear instructional philosophy, the district also took an institutional approach, in part. Its approach to development and implementation of the standards-based curriculum resulted in district standards that fell below state standards, a narrowing of curriculum and instructional strategies, and professional development and instructional supervision that lacked an instructional focus. (DIPF/Orig.).</abstract><cop>Washington, DC</cop><pub>American Educational Research Association</pub><doi>10.3102/00028312040001147</doi><tpages>30</tpages></addata></record> |
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| subjects | Academic achievement Bildungsstandards Core curriculum Criterion-referenced tests Curricula Curriculum Curriculum standards Durchführung Education reform Educational administration Educational Change Educational Philosophy Educational Policy Educational reform Educational sciences Educational standards Educational Strategies Elementary Secondary Education Empirische Untersuchung Learning Literaturbericht Mathematics North America Policy, reform, legislation Professional development Professional standards Program Implementation School Districts Schulorganisation Schulreform Secondary school curricula Social and Institutional Analysis Students Teachers Teaching Methods United States Unterrichtsgestaltung Unterrichtsmethode Unterrichtstechnologie USA |
| title | The substantive and symbolic consequences of a district's standards-based curriculum |
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