The Social Construction of School Failure

Autores/as

  • Merylann J. Schuttloffel The Catholic University of America

DOI:

https://doi.org/10.14507/epaa.v8n45.2000

Palabras clave:

Academic Failure, Case Studies, Disadvantaged Youth, Educational Change, Instructional Leadership, Principals, Program Implementation, School Based Management, Urban Schools

Resumen

A case study highlights barriers encountered by an urban school principal in implementing reforms within the context of the Kentucky Educational Reform Act. By comparing the competing expectations of Miller's (1995) five capitals and Ianneconne and Lutz's (1970) dissatisfaction theory, the case study dramatizes that Site-Based Decision-Making councils exemplify a policy decision that ignores the practical realities of distressed schools. The lack of congruence between policies and the school reality makes implementation of school reform predictably unsuccessful.

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Biografía del autor/a

Merylann J. Schuttloffel, The Catholic University of America

Dr. Merylann J. "Mimi" Schuttloffel is Assistant Professor of Educational Administration and Policy Studies at the Catholic University of America. She has her Ph. D. from the University of Tulsa in Educational Administration and Research. Her research interests include reflective practice in leadership, innovation and school change, and the transformation of educational beliefs and practice.

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Publicado

2000-08-30

Cómo citar

Schuttloffel, M. J. (2000). The Social Construction of School Failure. Archivos Analíticos De Políticas Educativas, 8, 45. https://doi.org/10.14507/epaa.v8n45.2000

Número

Vol. 8 (2000)

Sección

Articles