The Resource Factors impacting teacher efficacy in policy implementation : the case of the reading first initiative, by Vicki Logan Myers, (electronic resource)

Factors impacting teacher efficacy in policy implementation : the case of the reading first initiative, by Vicki Logan Myers, (electronic resource)

Label
Factors impacting teacher efficacy in policy implementation : the case of the reading first initiative
Title
Factors impacting teacher efficacy in policy implementation
Title remainder
the case of the reading first initiative
Statement of responsibility
by Vicki Logan Myers
Creator
Contributor
Thesis advisor
Subject
Genre
Language
eng
Summary
Implementation 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)
Cataloging source
MUU
http://library.link/vocab/creatorDate
1952-
http://library.link/vocab/creatorName
Myers, Vicki
Degree
Ph. D.
Dissertation year
2008.
Granting institution
University of Missouri--Columbia
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Cockrell, Karen S.
http://library.link/vocab/subjectName
  • United States.
  • Teacher effectiveness
  • Educational accountability
  • Education and state
  • Educational innovations
Target audience
specialized
Label
Factors impacting teacher efficacy in policy implementation : the case of the reading first initiative, by Vicki Logan Myers, (electronic resource)
Instantiates
Publication
Note
  • Title from PDF of title page (University of Missouri--Columbia, viewed on November 15, 2010)
  • The 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
  • Dissertation advisor: Dr. Karen Sunday Cockrell
  • Vita
Bibliography note
Includes bibliographical references (pages 207-221)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
681911159
Extent
1 online resource (222 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
illustrations
Specific material designation
remote
System control number
(OCoLC)681911159
Label
Factors impacting teacher efficacy in policy implementation : the case of the reading first initiative, by Vicki Logan Myers, (electronic resource)
Publication
Note
  • Title from PDF of title page (University of Missouri--Columbia, viewed on November 15, 2010)
  • The 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
  • Dissertation advisor: Dr. Karen Sunday Cockrell
  • Vita
Bibliography note
Includes bibliographical references (pages 207-221)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
681911159
Extent
1 online resource (222 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
illustrations
Specific material designation
remote
System control number
(OCoLC)681911159

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