Equity-Oriented Reform amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary's Instructional Practices

Autor/inn/en	Trujillo, Tina M.; Woulfin, Sarah L.
Titel	Equity-Oriented Reform amid Standards-Based Accountability: A Qualitative Comparative Analysis of an Intermediary's Instructional Practices
Quelle	In: American Educational Research Journal, 51 (2014) 2, S.253-293 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214527335
Schlagwörter	Standards; Educational Change; Accountability; Teaching Methods; Educational Policy; Comparative Analysis; Disadvantaged; Equal Education; English Language Learners; English (Second Language); Second Language Learning; High Stakes Tests; Course Content; Minority Group Students; Culturally Relevant Education; Political Science; Public Education; Educational Objectives; Nongovernmental Organizations; Educational Research; Qualitative Research; Interviews; Educational Indicators; California + Suchen Sie Ihr Suchwort? Standard; Bildungsreform; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kursprogramm; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Öffentliche Erziehung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Interviewing; Interviewtechnik; Educational indicato; Bildungsindikator; Kalifornien
Abstract	Intermediary organizations increasingly provide support for schools serving marginalized students. Some attribute this trend to growing ideological support for market-based strategies to further the public good. This article investigates one intermediary that marketed equity-oriented instructional goals for schools serving high numbers of students of color and English Learners. Drawing on critical policy studies and political science, we analyze its behavior amid a high-stakes accountability environment, its reasons for adopting certain reforms, and the consequences for instruction. We use qualitative comparative analysis to show how policy forces shaped reforms and content in its schools, but not pedagogy specific to students of color or English Learners. We discuss the implications for the research on intermediaries and the democratic control of public education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10