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tandfonline.com – Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”:

ABSTRACT

This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (FCS). Study participants included 518 administrators, faculty, academic advisors, support staff, and students at 10 institutions in the FCS. The study employed Kluge’s (2000) 4-step methodology for deriving an empirically grounded qualitative typology. The 4 implementation patterns in the typology include oppositional, circumventing, satisficing, and facilitative implementation. Our study highlights implications for developmental education reform efforts nationwide and identifies the dynamics that predispose street-level bureaucrats to adopt either oppositional or facilitative implementation behaviors.

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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