"The Good Struggle" of Flexible Specificity: Districts Balancing Specific Guidance with Autonomy to Support Standards-Based Instruction

Autor/inn/en	Stornaiuolo, Amy; Desimone, Laura; Polikoff, Morgan
Titel	"The Good Struggle" of Flexible Specificity: Districts Balancing Specific Guidance with Autonomy to Support Standards-Based Instruction
Quelle	In: American Educational Research Journal, 60 (2023) 3, S.521-561 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Desimone, Laura) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312231161037
Schlagwörter	Program Implementation; Academic Standards; College Readiness; Career Readiness; Educational Policy; Curriculum Implementation; Stakeholders; Instructional Materials; Educational Practices; Professional Development; School Districts; Ohio; Texas; California; Pennsylvania; Massachusetts + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungspraxis; School district; Schulbezirk; Kalifornien; Master-Studiengang
Abstract	This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts' approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an approach we called "flexible specificity"--flexibility informed by ongoing data collection and evaluation that allowed districts to develop specific, useful guidance about curriculum and professional learning based on stakeholder needs. We present four shared practices characterizing this approach in two districts, analyzing why those districts seemed to find the right balance of specificity and flexibility while others struggled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01