Educational Turbulence: The Influence of Macro and Micro-Policy on Science Education Reform

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 educational turbulence. Findings further extend upon Fullan’s (Change theory: a force for school improvement, 2006 Fullan, M. (2006). Change theory: A force for school improvement (Centre for Strategic Education Seminar Series Paper No. 157). Retrieved from http://www.michaelfullan.ca/Articles_06/06_change_theory.pdf. [Google Scholar]) change theory adding high-stakes accountability as a prevalent distractor issue and the need for quad-level, rather than tri-level engagement in reform. Suggestions for addressing educational turbulence are provided.