Success Stories: A Case Study in Administrator and Teacher Collective Sensemaking around 1:1 Computer Technology

Autor/in	Gherardi, Stacy
Titel	Success Stories: A Case Study in Administrator and Teacher Collective Sensemaking around 1:1 Computer Technology
Quelle	In: Leadership and Policy in Schools, 19 (2020) 4, S.560-574 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gherardi, Stacy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2019.1668020
Schlagwörter	Success; Teacher Attitudes; Administrator Attitudes; Laptop Computers; Access to Computers; Computer Uses in Education; Stakeholders; Program Effectiveness; Educational Policy; Program Implementation; Suburban Schools; Preschool Education; Elementary Schools; Middle Schools; Teacher Characteristics; Administrator Characteristics; Educational Objectives; Equal Education; At Risk Students + Suchen Sie Ihr Suchwort? Erfolg; Lehrerverhalten; Laptop computer; Laptop; Computer; Digitalrechner; Computernutzung; Politics of education; Bildungspolitik; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Pre-school education; Vorschulerziehung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Educational success stories are powerful tools that shape the decisions of policymakers. This study explores the ways in which these stories are crafted and how they differ among various educational stakeholders. Using administrator and teacher interviews from a school district which earned accolades for implementation of a 1:1 laptop program, this study highlights patterns and variation in the ways that teachers and administrators made sense of 1:1 policy goals and outcomes. Findings suggest that stakeholder interpretation of policy purposes and outcomes vary, even while stakeholders rely on common evidence to support their interpretation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01