Author: Johnson Carla
Publisher: Springer Publishing Company
ISSN: 1046-560X
Source: Journal of Science Teacher Education, Vol.24, Iss.4, 2013-06, pp. : 693-715
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Abstract
Enactment of federal educational policy has direct implications for states and local school districts across the nation, particularly in the areas of accountability and funding. This study utilized constructivist grounded theory to examine the impact of policy on science education reform in a large, urban school district over a 5-year period. The existence and interaction between macro and micro, and explicit and implicit policies created