The effects of the Kentucky Education Reform Act on the departments and schools of education at independent colleges and universities in Kentucky
Abstract
The Kentucky Education Reform Act (KERA) of 1990 drastically changed the state's entire educational system in ways of curriculum, governance, and finance. KERA has served as somewhat of a blueprint for reform legislation in a number of other states. A literature review revealed that traditionally the relationship between K–12 reform and higher education (teacher preparation) in the United States has not been very strong. Although the connections between the two were unclear early on in Kentucky's reform efforts, much progress has been made in linking KERA to the teacher preparation programs in the state. Some documentation on how the state colleges and universities have responded to the legislation exists. Very little literature, however, on how the private institutions have responded is available. This study investigated the effects that KERA has had on the teacher preparation programs at private colleges and universities in Kentucky in the areas of (a) teaching methods and techniques; (b) course content; (c) student teaching; (d) administrative procedures and policies; and (e) new programs, projects, and facilities. A chi-square statistical procedure was applied to the data. Based on the participants' responses, overall, there were no statistically significant differences between the observed and expected values for questionnaire items related to each of the areas investigated. In addition, generally, no statistically significant differences between institutional responses or the responses of administrators and faculty members were revealed. Results from the analyses revealed that Kentucky's independent institutions have been affected by the Kentucky Education Reform Act in the areas of instruction, course content, student teaching, administrative policies, and new projects and facilities. These institutions have implemented changes in each of these areas that facilitate and support KERA objectives. The study resulted in the recommendations that (a) the Departments and Schools of Education at Kentucky's colleges and universities should place more emphasis on content knowledge and discipline areas and (b) these institutions should improve their efforts to motivate education faculty members to work with schools and colleagues in support of KERA objectives by rewarding them for doing so.
Subject Area
Higher education|Educational administration|Public administration|Teacher education
Recommended Citation
Ramona Ann Hall,
"The effects of the Kentucky Education Reform Act on the departments and schools of education at independent colleges and universities in Kentucky"
(2002).
ETD Collection for Tennessee State University.
Paper AAI3088279.
https://digitalscholarship.tnstate.edu/dissertations/AAI3088279