دورية أكاديمية
Accountability, Alignment, and Coherence: How Educators Made Sense of Complex Policy Environments in the Common Core Era
| العنوان: | Accountability, Alignment, and Coherence: How Educators Made Sense of Complex Policy Environments in the Common Core Era |
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| اللغة: | English |
| المؤلفون: | Hodge, Emily M. (ORCID |
| المصدر: | Educational Evaluation and Policy Analysis. Dec 2022 44(4):543-566. |
| الإتاحة: | 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: https://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| الواصفات: | Accountability Alignment (Education) Teacher Attitudes Educational Policy Common Core State Standards Educational Change High Stakes Tests Policy Analysis Elementary School Teachers |
| مصطلحات جغرافية: | New York Florida |
| DOI: | 10.3102/01623737221079650 |
| تدمد: | 0162-3737 1935-1062 |
| مستخلص: | This study takes advantage of natural variation in alignment and accountability to analyze educator sensemaking of a complex policy environment. It describes how educators in two large, high-accountability districts in New York and Florida made sense of multiple policy changes, including new standards, curriculum, assessments, and teacher evaluation. Drawing on interviews with 68 individuals, observations of instruction and professional development, and policy documents, findings suggest that high policy alignment represents a fundamental yet insufficient condition for educators to perceive policies as coherent and coordinated. Accountability strength and policy sequence were important factors in educators' perceptions of coherence. In both districts, the pace and complexity of change contributed to policy overwhelm. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1355786 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0162-3737 1935-1062 |
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| DOI: | 10.3102/01623737221079650 |