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Toward Positive Youth DevelopmentTransforming Schools and Community Programs$
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Marybeth Shinn and Hirokazu Yoshikawa

Print publication date: 2008

Print ISBN-13: 9780195327892

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195327892.001.0001

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The Co-Construction of Educational Reform: The Intersection of Federal, State, and Local Contexts

The Co-Construction of Educational Reform: The Intersection of Federal, State, and Local Contexts

Chapter:
(p.271) Chapter 15 The Co-Construction of Educational Reform: The Intersection of Federal, State, and Local Contexts
Source:
Toward Positive Youth Development
Author(s):

Amanda Datnow

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195327892.003.0015

This chapter offers a theory of how district, state, and federal contexts jointly shape the success of educational reform efforts at the school level. In order to describe the “co-construction” perspective of reform implementation, it examines data from a multiple case study of a current reform movement, data-driven decision making. An analysis of data reveals that implementation is a system-wide activity, even when the desired change is mainly at the school level. However, the various policy levels have varying degrees of influence, and varying levels of connection with each other, depending on local circumstances. Implications for policy, practice, and the further study of the “co-construction” of educational reform are discussed. It is argued that examining the co-construction of reform and the linkages across the educational system would likely provide insights which could inform the fields of educational research, policy development, and evaluation.

Keywords:   educational reform, educational policy, case study research, educational change

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