Ending the Reign of the Fraser Institute's School Rankings

Autor/in	Raptis, Helen
Titel	Ending the Reign of the Fraser Institute's School Rankings
Quelle	In: Canadian Journal of Education, 35 (2012) 1, S.187-201 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Discourse Analysis; Educational Change; Classification; Achievement Rating; Program Termination; Information Policy; Information Dissemination; Access to Information; Performance Factors; Journal Articles; Position Papers; Disadvantaged Schools; Socioeconomic Influences; Foreign Countries; Educational Assessment; Educational Indicators; Canada (Victoria) + Suchen Sie Ihr Suchwort? Diskursanalyse; Bildungsreform; Classification system; Klassifikation; Klassifikationssystem; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Informationspolitik; Informationsverbreitung; Leistungsindikator; Journal article; Zeitschriftenaufsatz; Positionspapier; Sozioökonomischer Faktor; Ausland; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	The Fraser Institute "Report Card" of school rankings has won the hearts of parents and the press. For over a decade, the rankings have been particularly burdensome for low-ranking (usually low socio-economic status, high-poverty) schools when parents of high-achieving children move them to higher-ranking schools. In February 2010, after defending parents' rights to access the rankings, Victoria's "Times-Colonist" newspaper decided not to publish them. Using critical discourse analysis, this article explores the rankings' long media reign and the "Times-Colonist"'s abrupt decision to stop publishing them. Discourse about the rankings is shaped by multiple factors including the relationship between the press and educators, as well as the nature of societal discourse--in particular, how powerful institutions create what Foucault calls "regimes of truth." (Contains 4 footnotes.) (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10