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|a Conley, David T.
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|a Radical State Legislation and School Restructuring :
|b Oregon Educator's Reactions to the Oregon Educational Act for the 21st Century /
|c David T. Conley and Others.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1993.
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|5 ericd
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| 520 |
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|a Findings of a 1992 survey that examined Oregon educators' perceptions of the Oregon Educational Act for the 21st Century, a law designed to bring about fundamental change and radical restructuring in public education, are presented in this journal article. Data were derived from questionnaires that were mailed to 2,140 teachers and 120 building-level administrators from 22 school districts, and from interviews conducted with 30 survey respondents. Findings indicate that much ambiguity surrounds the act's precise meaning and implications, resulting in educators' uncertainty about their role as interpreters of the law. However, educators may be more willing to change if they perceive the ideas themselves to be educationally sound; if they are able to adapt the broad policy framework of the mandate to their particular situation; if there is sufficient clarity about their role expectations; if there is reasonable assurance that the political climate will be stable enough for the mandates to remain in force long enough to be implemented thoroughly; and if they are given the resources of money, time, and expertise in a manner that enables them to develop and sustain the internal capacity for change. Twelve tables are included. (LMI)
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|a OSSC Report, v33 n3 p1-13 Spr 1993.
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|a Administrator Attitudes.
|2 ericd
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| 650 |
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|a Educational Change.
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|a Educational Innovation.
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|a State Legislation.
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|a Teacher Attitudes.
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|a Oregon
|a Oregon Education Act for the 21st Century 1991
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|a Journal Articles.
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