Literaturnachweis - Detailanzeige
Autor/in | Edgerton, Adam Kirk |
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Titel | Learning from Standards Deviations: Three Dimensions for Building Education Policies That Last |
Quelle | (2019), (42 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Edgerton, Adam Kirk) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Educational Policy; Elementary Secondary Education; Educational Change; Common Core State Standards; Policy Formation; College Readiness; Career Readiness; California; Texas; Ohio; Pennsylvania; Massachusetts |
Abstract | Cynthia Coburn, in her 2016 article in the "American Journal of Education"--''What's Policy Got to Do With It?''--states that the field of policy implementation suffers from the propensity to learn the same lessons over and over again. This repetition of mistakes, I argue, stems from a failure to account for predictable patterns in how policies become unpopular. Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, I investigate the decline in the popularity of K-12 standards-based reform. I consolidate existing policy implementation theories and describe three important dimensions--detail, drive, and durability--for understanding how standards and associated policies ''succeed'' or ''fail.'' Using these dimensions, I reveal how policy design and implementation choices can strengthen or weaken standards-based education policies. [This is the online version of an article published in "American Educational Research Journal."] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2021/2/06 |