The influence of federally mandated educational policy on educators

Permanent URL: http://hdl.handle.net/2047/d20128421
Title:
The influence of federally mandated educational policy on educators
Creator:
Vardas, Melissa (Author)
Contributor:
Unger, Chris (Advisor)
Ewell, Sara (Advisor)
Thomson, Dave (Committee member)
Publisher:
Boston, Massachusetts : Northeastern University, 2014
Date Accepted:
November 2014
Date Awarded:
January 2015
Type of resource:
Text
Genre:
Doctoral theses
Format:
electronic
Digital origin:
born digital
Abstract/Description:
The researcher sought to explain how mandated federal policy that impacts education affects educators' practice. Educators are often left out of the conversation when policy is determined however, they are often left with the task of implementation. Looking specifically at Florida's adoption of the Common Core State Standards and changes to the state's approach to teacher evaluation as a result of Race to the Top, the research design employed a qualitative case study. The Burke-Litwin Causal Model of Organizational Change was used to inform the design and analysis of the case study. The literature review analyzed reform efforts, both historically and currently, in addition to educators' perspectives of mandated educational change. The research questions are as follows: (1) How do leaders and educators at a medium-sized middle school in Central Florida perceive the positive and detrimental impact of federal and state mandated reforms?; (2) In particular, how does the leadership and staff of Southview Middle School perceive the positive and deleterious impact of the most recent federal and state mandates to adopt the Common Core State Standards and engage in the Marzano teacher evaluation process? A case study was used to explore how educators at a medium-sized middle school in Central Florida are influenced by the reform efforts coming down at the federal level. It is evident that reform measure influence how educators work, impacting their time and approach to curriculum. Educators also feel that mandates are politically motivated often at the expense of students.
Comments:
Revised version deposited with approval of the College of Professional Studies (March 30, 2015).
Subjects and keywords:
common core
eduction reform
No Child Left Behind
teacher evaluation
Education Policy
United States, No Child Left Behind Act of 2001
United States, School of Education, Race To The Top
Educational change -- Florida -- Case studies
Educational accountability -- Florida -- Case studies
Curriculum change -- Florida -- Case studies
Education -- Standards -- Florida
Common Core State Standards (Education)
Teachers -- Rating of -- Florida -- Case studies
Teacher effectiveness -- Florida -- Case studies
DOI:
https://doi.org/10.17760/d20128421
Permanent URL:
http://hdl.handle.net/2047/d20128421
Use and reproduction:
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