School Board Sensemaking of Federal and State Accountability Policies

Autor/in	Sutherland, Daniella Hall
Titel	School Board Sensemaking of Federal and State Accountability Policies
Quelle	In: Educational Policy, 36 (2022) 5, S.981-1010 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904820925816
Schlagwörter	Boards of Education; Public Policy; State Policy; Educational Policy; Accountability; Data Use; Policy Formation; Program Implementation; Rural Education; Educational Legislation; Elementary Secondary Education; Federal Legislation; Case Studies; Vermont + Suchen Sie Ihr Suchwort? Ausschuss; Öffentliche Ordnung; Politics of education; Bildungspolitik; Verantwortung; Politische Betätigung; Ländliche Erwachsenenbildung; Bildungsrecht; Schulgesetz; Bundesrecht; Case study; Fallstudie; Case Study
Abstract	This qualitative case study examines how board members make sense of federal accountability policies and how their sensemaking shapes their use of assessment data as a policy instrument. Deviating from previous work on practitioner sensemaking, the participants' interpretations of assessments did not align with their ensuing use of the data. Furthermore, board members' use of assessment data diverged from both federal and state messaging, illustrating board members' synthesis and adaptation of external messaging into a locally driven narrative. As the nation has shifted to state accountability systems under Every Student Succeeds Act (ESSA), the findings provide insights to policymakers and practitioners to support local implementation. (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