상세정보
Export to Refworks부가기능
Disjunction Dysfunction: Citizen vs. Policy Perspectives Regarding School Goals
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Disjunction Dysfunction: Citizen vs. Policy Perspectives Regarding School Goals. |
| 개인저자 | Ruhland, Aaron. |
| 단체저자명 | University of Minnesota. Organizational Leadership, Policy, and Development. |
| 발행사항 | [S.l.]: University of Minnesota., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 152 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781687963956 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Alexander, Nicola |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | This study explored the tension between educational policy that narrows school goals and excludes citizen perspectives to the preferred goals and underlying values of Minnesota citizens. This study examined the shared values conferred between schools and their communities and the corresponding school goals. The following research questions were addressed in this study: 1) What do Minnesota citizens identify as the conferred values between schools and communities? 2) What goals do Minnesota citizens desire from their schools?This study addressed the research questions and study purpose by engaging local citizens in a focused conversation about values and school purpose and goals. Participants in this study desired schools that produced comprehensive goals for individual students, their local communities, and society. Study participants described comprehensive goals that reflected deeply held community values including community sustainability, promoting future generational success, community connectedness, citizenship, service, and pride. Participants described the disjunction between educational policy and citizen perspectives about values and school goals. Citizens described concerns about educational policy that narrowly defined school goals. Goals that specified only technical outcomes attained by individual students were also of concern. Finally, participants described issues with success being measured exclusively by short-term standardized achievement tests in math and reading. Including citizens in the process of identifying priority goals may result in educational policy that supports more comprehensive outcomes. This study suggested that citizens desire and expect schools to emphasize comprehensive goals that reflect community values. |
| 일반주제명 | Education policy. Education finance. Educational tests & measurements. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
