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作者 Johnstone, Christopher Joseph
書名 The promise and peril of national educational policy implementation: A multi-method case study of inclusive education in Lesotho
國際標準書號 0542036363
book jacket
說明 149 p
附註 Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0844
Advisers: David W. Chapman; David Richard Johnson
Thesis (Ph.D.)--University of Minnesota, 2005
This study investigated the extent to which central ministry policy initiatives result in large-scale educational change at the classroom level in developing countries. Specifically, this issue was investigated through a case study of Lesotho's policy of inclusive education for students with disabilities. The study employed a multi-method approach that included interviews with ministry-level staff, questionnaires for teachers, and classroom observations. Fullan's theory of educational change (2001) was used as a framework to determine if schools had begun to implement change as a result of policy initiatives. Results indicated that implementation was uneven. Teachers had positive attitudes toward students with disabilities but did not make the pedagogical shifts necessary to provide academic access for those students. Where implementation occurred, teacher knowledge and skills were the best predictor of change (i.e., the more knowledgeable and skilled teachers were, the more likely they were to implement policy). In all schools, however, monitoring and incentive structures were inconsistent or nonexistent. Based on the findings, a model of national policy implementation is proposed. This model posits that both deep pedagogical shifts (among teachers) as well as broad geographical reach (across schools) are necessary for policy initiatives to be sustainably implemented
School code: 0130
DDC
Host Item Dissertation Abstracts International 66-03A
主題 Education, Administration
Education, Special
0514
0529
Alt Author University of Minnesota
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