Confounded policies: Implementing site-based management and special education policy reforms

Educational Policy

Volumn 16, Issue 3, 2002, Pages 351-386

  Marshall, Catherine ^a   Patterson, Jean A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035995046     PISSN: 08959048     EISSN: None     Source Type: Journal    
DOI: 10.1177/08904802016003001     Document Type: Article

References (32)

1. Challenging the limits of school restructuring
2. Using ideology: Cases of nonrecognition of the politics of research and practice in special education
3. Using reform: Conceptualizing district initiative
4. Site-based management and special education: Theories, implications, and recommendations
5. Reflections on administrative reorganization
6. Cumulative effects of federal education policies at the local level
7. What do we know about school-based management? A case study of the literature - A call for research
8. "It's all political": Inquiry into the micropolitics of education
9. Exit, voice and community: Magnet teachers' responses to standardization
10. LEA responses to the management of special education in the light of the code of practice
11. An emerging strategy of "direct" research
12. Political responses to reform: A comparative case study
13. The evolution of education policy implementation
14. Making sense of policy paradoxes: A case study of teacher leadership
15. Are principals prepared to manage special education dilemmas?
16. State-level reforms in education: District response and the implications for special education
17. The promise and limits of school-based reform
18. The special education paradox: Equity as the way to excellence
19. Response to regulation: An organizational process framework
20. Street level bureaucrats and institutional innovation: Implementing special education reform