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sorry for those folks at the DE. They're food people and getting \tray more grief than they<br />

deserve." Other participants focused their attention on the performance of a lenislature that<br />

..-<br />

[hey vien.cd as "in~enSili\~e lo the needs of teachers." One teacher stated, '&I think their<br />

uisl;ltul.e) credibility is had. They'lle carried too many messages to us and then reneged."<br />

(1%<br />

her added. "Make niandates clear. Figure out what you want before you hare us scurry<br />

around trying lo do aqhat we think you want only to have you change your mind. It is very<br />

lj-Llstrating." DeSoto (2000) suggests that this is not a new phenomenon in implementation, in<br />

fact, it is often the case that "formal laws don't coincide with hoar things actually work" (p.<br />

92). An elementary principal asked only that legislators concern themselves with "what they<br />

\!.ant as 3 result. He further requested that policy makers "set the vision" for what they want<br />

and "put some accountability ivith it. Then get the hell out of the way!"<br />

01zc. si:c 1~1oc.s 11ot)~fit all. The "one size fits all" mentality of HF 2273 uras an<br />

:lnathenia to small Ion-a school districts. They feared efforts had gone into conducting<br />

~.or~irililnil!. riicc~ing\ 10 \CI [he prioritie\ for [he di\trict had all gone for naught. "It's (HF<br />

2271 1 nor :I ni:~pic pill.<br />

;I n1:lndare. a piece of lepislation." argued one curriculum director.<br />

Sllc conrinucd. ..]I I;I~C\ ~op]e and it laker rime ro do ivhat they \van[ us to do. You can'tjust<br />

~KLI\ on :~c;~demic\. J'OLI h;l\.e 10 I ~ot at the a.hole child." \Vith an already existing belief in<br />

the \.:~luc of e\*erv cllild ;~nd kno\r.ledge of the .'extra baggage" so many of their students<br />

hroughl (0 \chool. [he\e dis[ric[.; did not need legislators man!. miles a\va?. telling them how to<br />

hc\l cducatc lllcir di\lricras cllildwn.<br />

A sllid:lnce clNlnsel0r n\kcd<br />

lepisla~ors ',take into ;lcc@ilnt stlldent~ havin~ more<br />

Prohlerns [h:ln c\.er hcft,rc.'. She identified posiri~e early childhood experiences and<br />

impr~,\lccl p;lrcnling skill dcl.elopnlm[ ;IS bisgrr concerns for the slate than issues of declining

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