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091206s2007 xxu e eng d |
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|a(UMI)AAI3259273
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|aAAI3259273
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|aTMUE|beng|cTMUE|dTMUE
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|c$1
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|aClarkRyan Keith
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|a"Top down": An analysis of state implementation of a federal teacher accountability policy|h[[electronic resource]]
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|aAnn Arbor, Mich : |bUMI, |c2007
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|a138 p
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|aSource: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1414
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|aAdvisers: Diane M. Dunlap; David T. Conley
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|aSchool code: 0171
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|aThesis (Ph.D.)--University of Oregon, 2007
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|aStandards-based reform and the design and implementation of education accountability systems are at the forefront of state and federal policy agendas. As a result of this movement for more effective "top-down'' control, there is a need for increased insight regarding three aspects of policy. Further inquiry is necessary regarding how polices are implemented and interpreted, as well as how the relationships between federal policy makers and state governing boards operate. The purpose of this study was to analyze the implementation of a federal teacher accountability policy (Section 207 of the Higher Education Act) through the use of comparative case methodology as a means to uncover the intended and unintended effects of a policy. Three states were chosen to serve as living laboratories to demonstrate the implementation process and determine whether this policy affected teacher preparation and educational practice. The diffusion of innovation theory was used as the primary framework for collecting and analyzing the data in this study as well as for connecting the stages of the implementation process. This innovation (the law) was implemented successfully at the systems level, but had little impact on the quality of teachers produced. Due to inconsistent reporting, there was little useful data to inform national policy. Longitudinal state data may be beneficial to state level policy decisions. This exploratory study contributes to theory, education policy implementation design, and the political and cultural contexts with which states approach education reform
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|aEducation, Teacher Training
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|aUniversity of Oregon
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|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259273|z連結全文
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