Reframing Teach for America: A Conceptual Framework for the Next Generation of Scholarship

Autor/inn/en	Scott, Janelle; Trujillo, Tina; Rivera, Marialena D.
Titel	Reframing Teach for America: A Conceptual Framework for the Next Generation of Scholarship
Quelle	In: Education Policy Analysis Archives, 24 (2016) 12, (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Alternative Teacher Certification; Teacher Recruitment; Educational Change; Models; Scholarship; Public Education; Institutional Mission; Entrepreneurship; Race; Racial Bias; Social Networks; Teacher Education Programs; Organizations (Groups); Leadership; Political Issues; Social Action; Policy Formation; Leadership Effectiveness; Leadership Role; Educational Policy; Disadvantaged; Low Income; Academic Achievement; Interviews + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Bildungsreform; Analogiemodell; Scholarships; Stipendium; Öffentliche Erziehung; Unternehmungsgeist; Rasse; Abstammung; Racial discrimination; Rassismus; Social network; Soziales Netzwerk; Führung; Führungsposition; Politischer Faktor; Soziales Handeln; Politische Betätigung; Führungseffizienz; Politics of education; Bildungspolitik; Niedriglohn; Schulleistung; Interviewing; Interviewtechnik
Abstract	In this article, we advance a conceptual framework for the study of Teach For America (TFA) as a political and social movement with implicit and explicit ideological and political underpinnings. We argue that the second branch of TFA's mission statement, which maintains that TFA's greatest point of influence in public education is not in classrooms, but in its facilitation of entry into leadership positions aimed at reshaping public schooling, can be better understood in terms of the organization's: a) infusion of "policy entrepreneurs" into educational policymaking processes; b) cultivation of powerful networks of elite interests; c) promotion of "corporate" models of managerial leadership; and d) racial and social class identities of its corps members that facilitate entry into leadership and policy networks. Our framework is informed by the extant research literature on TFA, interview data from more than 150 alumni and corps members, and our observations of TFA's 20th Anniversary Summit in Washington, D.C., as an illustrative case of TFA's messaging and general orientation toward educational reform. We conclude that this framework can help illuminate under-examined political and ideological motivations behind the organization's activities. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01