Accountable Talk: "Real" Conversations in Baltimore City Schools

Autor/in	Ahmann, Chloe
Titel	Accountable Talk: "Real" Conversations in Baltimore City Schools
Quelle	In: Anthropology & Education Quarterly, 48 (2017) 1, S.77-97 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12184
Schlagwörter	Discourse Analysis; Accountability; Educational Policy; Parent Attitudes; Educational Attitudes; Professional Personnel; Semantics; Program Implementation; Educational Change; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Diskursanalyse; Verantwortung; Politics of education; Bildungspolitik; Elternverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Personalbestand; Semantik; Bildungsreform
Abstract	This article examines the fundamental disconnect between discourses of accountability in education policy and their interpretation on the ground by parents. Based on data from two sites in Baltimore--district-led teacher training and a community facing school restructuring--I argue that both parents and education professionals consider accountability to be a measure of faithfulness to reality, but they position reality in different discursive frames. Ultimately, I show that this meta-semantic mismatch has a tangible impact on the implementation of school reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01