A School Divided: One Elementary School's Response to Education Policy

Autor/in	Zoch, Melody
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01