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dc.contributor.advisorCockrell, Karen S.eng
dc.contributor.authorMyers, Vicki, 1952-eng
dc.coverage.spatialUnited Stateseng
dc.date.issued2008eng
dc.date.submitted2008 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on November 15, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Karen Sunday Cockrell.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2008.eng
dc.description.abstractImplementation of educational innovations is a complex endeavor influenced by any number of individual and organizational factors (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977; Elmore, 1978, 1979; Guskey, 1988; Huberman & Miles, 1984). Even as implementation research findings indicate policy success is most directly impacted by two broad factors -- local capacity and will (McLaughlin, 1987), "policy-directed change ultimately is a problem of the smallest unit" (McLaughlin, 1987, p. 171). Inasmuch, however, as individuals have influence over factors impacting implementation so too do organizational dynamics affect how individuals act in response to policy initiatives (Elmore, 1978; 2004; Huberman & Miles, 1984). Considerable resources have been expended over the years to build individual and organizational capacity to implement change (Guskey, 2000). Little is understood, however, about what it takes to influence the individual and organizational will to do so. Federal agencies, seeking to change "institutional behavior" at state and local levels "by offering ... financial assistance on the condition that [subordinate agencies] undertake certain prescribed activities" (McDonnell, 2005), have tightened control over disbursement of categorical program funds by linking payout of federal monies more closely to learning outcomes. At the same time that such strenuous requirements may serve to shift the political will at state and local levels, federal funds have been allotted for the purpose of building individual and organizational capacity for implementing change in school and classroom practices. Milbrey McLaughlin's (1987) claim that "policymakers can't mandate what matters" is particularly salient in the current atmosphere of high stakes accountability created by No Child Left Behind (NCLB). The focus of this study, implementation of the Reading First initiative funded under Title I of NCLB, offers a complex context in which to examine the impact of environmental factors on the individual will to change teaching practices aligned with program requirements. This study is framed by the literature on teacher efficacy as I examine factors perceived to either enhance or undermine individual capacity and commitment for meeting policy goals. As the focus on implementation of federal education policies shifts from compliance with state and local requirements to the provision of technical assistance for supporting both teacher and student learning outcomes, it is imperative that research efforts focus on individual perception of environmental factors impacting such outcomes. In that sense, teachers may act as "informants and guides" to more effective policy design and implementation (McLaughlin, 1990, p. 15).eng
dc.description.bibrefIncludes bibliographical references (p. 207-221).eng
dc.format.extent222 pageseng
dc.identifier.oclc681911159eng
dc.identifier.urihttps://hdl.handle.net/10355/9095
dc.identifier.urihttps://doi.org/10.32469/10355/9095eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshTeacher effectivenesseng
dc.subject.lcshEducational accountabilityeng
dc.subject.lcshEducation and stateeng
dc.subject.lcshEducational innovationseng
dc.titleFactors impacting teacher efficacy in policy implementation : the case of the reading first initiativeeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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