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Policy Language as Paradigm

其他書名	An Organizational Theory Perspective of No Child Left Behind
出版	University of California, Davis, 2013
ISBN	130344335X9781303443350
URL	http://books.google.com.hk/books?id=GqOwoAEACAAJ&hl=&source=gbs_api

註釋Federal education policies such as No Child Left Behind (NCLB) are the foundation for state and local policies and practices that are implemented in schools and districts (Honig, 2006b). The language used in these policies is important, as it conveys a theoretical paradigm and consequent approach to students, achievement, and programs in school organizations. These approaches and their underlying assumptions then influence the process of change within the educational organization as a whole. (Davis & Sumara, 2005; Honig, 2006b; Krippendorff, 2004). This study examines the language used in three sections of federal education policy called NCLB (2002) to determine its correspondence to ideas put forth in prominent organizational theories. Organizational theory is introduced as a rich framework with economic and social contexts that can be used for understanding organizational change, including education reform. Specific linear/rational and non-linear/complex organizational characteristics are defined using a framework generated from key concepts in organizational theories. These organizational characteristics are then used in a computer aided text analysis of three sections of Title I, in NCLB (2002). Analysis of the NCLB text chosen for this study found that both linear/rational and non-linear/complex organizational characteristics were found in the text; however, the predominant organizational paradigm displayed in the language of this text is linear/rational. The central and significant implication of this study for the policy of NCLB is that the ability of all students to attain an equitable, high quality education is diminished by the linear/rational organizational characteristics in the policy. These characteristics constrain the education system's ability to change by mandating plans, sanctions, and uniformity. These aspects work against an organization's ability to adapt to its complex environment (Morgan, 2006; Olson & Eoyang, 2001; Senge, 2006; Weick, 2009). Suggestions for creation of future education policy are given. These include using non-linear/complex organizational characteristics such as a focus on the quality and quantity of connections, relationships and information exchanges; using principles to guide the purpose of public education instead of definitive plans; and examining policy language as a sensemaking activity and indicator of policy paradigm-in-use.