Literaturnachweis - Detailanzeige
Autor/inn/en | Abraham, Stephanie; Wassell, Beth A.; Luet, Kathryn McGinn; Vitalone-Racarro, Nancy |
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Titel | Counter Engagement: Parents Refusing High Stakes Testing and Questioning Policy in the Era of the Common Core |
Quelle | In: Journal of Education Policy, 34 (2019) 4, S.523-546 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Abraham, Stephanie) ORCID (Luet, Kathryn McGinn) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0268-0939 |
DOI | 10.1080/02680939.2018.1471161 |
Schlagwörter | Common Core State Standards; High Stakes Tests; Resistance (Psychology); Public Education; College Readiness; Career Readiness; Letters (Correspondence); Academic Standards; Performance Based Assessment; Activism; Administrators; Standardized Tests; Parent Participation; Advocacy; Change Agents; Educational Change; Middle Class; Whites; Mothers; Family Involvement; Social Media; Negative Attitudes; Educational Legislation; Federal Legislation; Conflict; Parent School Relationship; Power Structure; New Jersey Common core curriculum; Curriculum; Kerncurriculum; Resistenz; Öffentliche Erziehung; Brief; Leistungsermittlung; Aktivismus; Politischer Protest; Standadised tests; Standardisierter Test; Elternmitwirkung; Sozialanwaltschaft; Bildungsreform; Mittelschicht; White; Weißer; Mother; Mutter; Soziale Medien; Negative Fixierung; Bildungsrecht; Schulgesetz; Bundesrecht; Konflikt; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung |
Abstract | This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |