Literaturnachweis - Detailanzeige
Autor/in | Zoch, Melody |
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Titel | A School Divided: One Elementary School's Response to Education Policy |
Quelle | In: Anthropology & Education Quarterly, 48 (2017) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0161-7761 |
DOI | 10.1111/aeq.12181 |
Schlagwörter | Elementary Schools; Educational Policy; School Restructuring; High Stakes Tests; Primary Education; Middle Schools; Educational Finance; Bilingual Education; Educational Administration; Decision Making; Policy Formation; Equal Education Elementary school; Grundschule; Volksschule; Politics of education; Bildungspolitik; Schulreformplan; Schulumwandlung; Primarbereich; Middle school; Mittelschule; Mittelstufenschule; Bildungsfonds; Bilingual teaching; Bilingualer Unterricht; Bildungsverwaltung; Schuladministration; Schulverwaltung; Decision-making; Entscheidungsfindung; Politische Betätigung |
Abstract | This article examines how one elementary school was divided into two schools--a primary and an intermediate school--because of how policies were interpreted and enacted with regard to high-stakes testing. The grades in which students took high-stakes tests were privileged in terms of receiving monetary resources and support from staff. An emphasis on testing also influenced how bilingual education was addressed. These organizational decisions highlight how policy operated as a practice of power, where inequitable education outcomes were reproduced. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |