Multicultural policy and the comprehensive school improvement plan: Interpretation and implementation at the ground level.

摘要

The research examined how select school personnel interpret and implement multicultural policy as required by the state administrative code. Specific topics of inquiry included a description of the interpretations made by administrators, teachers, counselors, and resource staff; a description of their implementation efforts as documented in their respective Comprehensive School Improvement Plans; and a description of the internal and external factors shaping their perspectives on these processes of interpretation and implementation.;The research was a qualitative research design that utilized a multiple-case study approach. A purposeful sampling method was used to identify four schools varying in both geographical location and student demographics. Administrator recommendations and the snowball sampling method were then employed to identify participants for the study.;Results showed that school personnel's understanding of the state multicultural policy differed within and across the four schools. Three categories of understanding were identified from the analysis of respondents' commentary. Documented educational approaches included differentiated instruction, explicit instruction, read aloud, 6+1 traits of writing, and at-risk programming. Demographic changes in the schools and the accountability requirements of No Child Left Behind legislation had meaning for educators in their interpretations and implementation efforts.;Educators across the four schools, with a few exceptions, lacked familiarity with state multicultural policy and the related expectation that legislators had of them. Educational programming was directed toward federal accountability requirements and closing achievement gaps, as opposed to state multicultural policy, because the former issues had real consequences for school personnel. Few opportunities existed for educators to learn about this policy or the ways they could implement it into their schools in a manner that improved student learning and achievement.;Recommendations included the development of a clear directive multicultural policy as well as the identification of resources that could help school personnel implement the policy in their curriculum choices, instructional strategies, and their professional development activities. Finally, suggestions for future research were presented as they related to the findings and recommendations of this study.