Seeing Like a State: How Educational Policy Misreads What Is Important in Schools

Autor/inn/en	Knoester, Matthew; Parkison, Paul
Titel	Seeing Like a State: How Educational Policy Misreads What Is Important in Schools
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 53 (2017) 3, S.247-262 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knoester, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2017.1297302
Schlagwörter	Educational Policy; State Policy; Federal Regulation; Administrative Principles; Neoliberalism; Scores; Outcome Measures; Achievement Rating; Achievement Tests; Student Evaluation; Humanization; Caring; Policy Formation; Interpersonal Relationship; State School District Relationship; Local Issues; Educational Change; Educational Practices; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bundeskompetenz; Neo-liberalism; Neoliberalismus; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement test; Testing; Test; Tests; Leistungsüberprüfung; Testdurchführung; Testen; Schulnote; Studentische Bewertung; Humanisierung; Care; Pflege; Sorge; Betreuung; Politische Betätigung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Staatliches Schulamt; Bildungsreform; Bildungspraxis
Abstract	In this study, we examine how the standardizing effects of federal and state education policies in the United States reflect particular ways of understanding the structure and function of education and schooling. This understanding impacts how policies affect schools and those who work and depend upon them. We argue that the disparity between how policy makers see and control schools and how those who live and work in them experiencing this pressure leads to serious problems based on what we argue are the misunderstandings of the needs of local school communities. Standardization attempts to bring a simplistic and linear map to an intrinsically complex ecology, resulting in needless stress, distraction, and dehumanization in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01