Abstract

Employing a neo-institutional analytic framework, this paper considers one case of generaleducation reform, focusing on proposed changes to curricular structure, cultural diversity requirements, and curriculum oversight. The study explores how institutionalized organizational factors may influence the development of reform proposals, as well as how the reform process can yield useful symbolic outcomes that are distinct from technical change.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 572-593
Launched on MUSE
2004-09-08
Open Access
No
Archive Status
Archived
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