Literaturnachweis - Detailanzeige
Autor/inn/en | Allbright, Taylor N.; Marsh, Julie A. |
---|---|
Titel | Policy Narratives of Accountability and Social-Emotional Learning |
Quelle | In: Educational Policy, 36 (2022) 3, S.653-688 (36 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Allbright, Taylor N.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0895-9048 |
DOI | 10.1177/0895904820904729 |
Schlagwörter | Accountability; Educational Policy; Social Emotional Learning; Knowledge Level; Beliefs; Educational Legislation; Elementary Secondary Education; Federal Legislation; Decision Making; School Districts; Administrator Attitudes; Measurement; Personal Narratives; California |
Abstract | The paradigm of test-based accountability has been a dominant force for decades, yet some argue that we have recently witnessed a dramatic change in the key beliefs influencing educational policy. To understand the extent of this transformation, we investigated the policy narrative supporting the adoption of a multiple measure accountability system in California's CORE Districts. Our data revealed a narrative integrating key beliefs about knowledge, accountability, and social-emotional learning. This narrative continues the major themes of the previous accountability paradigm, but with two notable differences regarding the use of measurement data and role of social-emotional learning. (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 |