dc.contributor.advisor | Caruthers, Loyce Ellenor, 1947- | eng |
dc.contributor.author | Rolofson, Angela Marie | eng |
dc.coverage.spatial | Missouri | eng |
dc.date.issued | 2013 | eng |
dc.date.submitted | 2013 Spring | eng |
dc.description | Title from PDF of title page, viewed on May 30, 2013 | eng |
dc.description | Dissertation advisor: Loyce Caruthers | eng |
dc.description | Vita | eng |
dc.description | Includes bibliographic references (pages 165-180) | eng |
dc.description | Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2013 | eng |
dc.description.abstract | The purpose of this heuristic, social constructivist, phenomenological study was to
understand the perceptions of teachers, school administrators and state legislators on the
relationship between federal legislation, which is affecting educational experiences in
Missouri public schools, and educational practices at the local level. This study was guided
by each participant's active participation in answering questions and sharing their realities. Six participants were interviewed for this study. Along with the interviews,
questionnaires were elicited and documents were analyzed. The recurring themes of
accountability, disconnect from federal legislation and active engagement were present in
each story. The findings of this study suggest that teachers and administrators feel they are
actively involved in the development of curriculum at their district level. Interviewees
described themselves as very involved in the process of curriculum development and rated
themselves high on how much control they believe teachers have regarding pedagogical
decisions and instructional practice. The legislators also responded that their level of
involvement is high. When asked about key players in educational curriculum and standards
the responses in this area did not always trickle down to the district level but remained at the
federal and in some instances the state level. There did appear to be significant disconnect
between federal legislation initiatives and state level initiatives and educator involvement.
The opportunity for Participatory Action Research as a means for collaboration was
explored. Although federal mandates tied to high stakes testing seems to drive some of the
curriculum, the teachers and administrators in this study provided dialogue that suggested a
sense of independence from the mandates and the freedom to choose instructional methods
and pedagogy to meet the needs of students. Though there was still the accountability factor
and the fear that schools are not being held accountable by federal mandates in a fair
manner. | eng |
dc.description.tableofcontents | Introduction -- Literature review -- Methodology -- Findings -- Implications and recommendations -- Appendix A. Consent for participation in research study -- Appendix B. Introduction to study letter -- Appendix C. Questionnaire-school personnel -- Appendix D. Questionnaire-legislators -- Appendix E. Interview questions -- Appendix F. Letter to obtain permission for study sites -- Appendix G. Phone script | eng |
dc.format.extent | xiv, 181 pages | eng |
dc.identifier.uri | http://hdl.handle.net/10355/35342 | eng |
dc.subject.lcsh | Education and state -- Missouri | eng |
dc.subject.lcsh | Curriculum planning | eng |
dc.subject.other | Dissertation -- University of Missouri--Kansas City -- Education | eng |
dc.title | Local decision making: the relationship between federal educational legislation and educational practices | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Education (UMKC) | eng |
thesis.degree.grantor | University of Missouri--Kansas City | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ph.D. | eng |