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 | In: American Educational Research Journal, 57 (2020) 4, S.1525-1566 (42 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Edgerton, Adam Kirk) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831219876566 |
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. [For the corresponding grantee submission, see ED598544.] (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 | 2024/1/01 |