Understanding literacy adoption policies across contexts. A multi-state examination of literacy curriculum decision-making.

Autor/inn/en	Vaughn, Margaret; Scales, Roya Q.; Stevens, Elizabeth Y.; Kline, Sonia; Barrett-Tatum, Jennifer; Van Wig, Ann; Yoder, Karen K.; Wellman, Debra
Titel	Understanding literacy adoption policies across contexts. A multi-state examination of literacy curriculum decision-making.
Quelle	In: Journal of curriculum studies, 53 (2021) 3, S. 333-352Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2019.1683233
Schlagwörter	Akzeptanz; Curriculum; Unterrichtspraxis; Leseunterricht; Schreib- und Lesefähigkeit; Schreibunterricht
Abstract	Since the passing of No Child Left Behind Act of 2002 (NCLB), teacher autonomy over curricular decisions has been restricted. As a result, state and local school districts faced increased pressures to adopt highly prescriptive and standardized literacy curricular programmes. Given this context, literacy curriculum adoption has become a widely conflicted process in the US. In this article, a team of literacy researchers and educators examine the state of the literacy curriculum adoption process in nine schools across the US. Conducting a qualitative case study methodology, data were collected across nine school districts across the nation, using semi-structured interviews. Analysis included viewing the curricular adoption process using the Policy Attributes Theory. Findings reveal that principals and teachers continue to have limited autonomy in the literacy curriculum adoption processes. The article provides implications for research and practice that considers the important role of a variety of stakeholders in the curriculum adoption process and a call for literacy researchers to embrace an activist stance in the curriculum decision-making process in local and national contexts.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/4