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The Social Construction of School Failure
Author(s) -
Merylann J. Schuttloffel
Publication year - 2000
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
ISSN - 1068-2341
DOI - 10.14507/epaa.v8n45.2000
Subject(s) - miller , congruence (geometry) , principal (computer security) , context (archaeology) , sociology , public administration , policy analysis , political science , pedagogy , public relations , psychology , social psychology , ecology , paleontology , computer science , biology , operating system
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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