High Stakes Policy and Mandated Curriculum: A Rhetorical Argumentation Analysis to Explore the Social Processes That Shape School Leaders' and Teachers' Strategic Responses

Autor/inn/en	Dulude, Eliane; Spillane, James P.; Dumay, Xavier
Titel	High Stakes Policy and Mandated Curriculum: A Rhetorical Argumentation Analysis to Explore the Social Processes That Shape School Leaders' and Teachers' Strategic Responses
Quelle	In: Educational Policy, 31 (2017) 3, S.364-403 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904815598396
Schlagwörter	Social Differences; Educational Policy; Educational Resources; Resource Allocation; Stakeholders; State Policy; Decision Making; Accountability; Mathematics Education; Academic Standards; Rhetorical Criticism; Rhetorical Theory; Persuasive Discourse; Semi Structured Interviews; Observation; Elementary Education; Educational Change; State Standards; Power Structure; Compliance (Legal); Longitudinal Studies; Illinois + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Politics of education; Bildungspolitik; Bildungsmittel; Ressourcenallokation; Decision-making; Entscheidungsfindung; Verantwortung; Mathematische Bildung; Persuasion; Persuasive Kommunikation; Beobachtung; Elementarunterricht; Bildungsreform; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Several social processes guide and shape how school actors engage with high stakes state and district policies relative to mandated curriculum and instruction. In this article, we use rhetorical argumentation analysis to explore how stakeholders mobilize resources through argumentation and rhetorical appeals (logical, emotional, and authoritative). However, their mobilization process creates opportunities and constraints for the interpretation and implementation of mandated curriculum. Findings show that school actors use state policy as a resource to make logical and authoritative claims in their attempts to clarify conflicts between new curriculum ideas and their implicit schemas. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01