Public Opinion, Attitude Stability, and Education Policy. Program on Education Policy and Governance Working Papers Series. PEPG 21-04

Autor/inn/en	Houston, David M.; Henderson, Michael B.; Peterson, Paul E.; West, Martin R.
Institution	Harvard University, Program on Education Policy and Governance
Titel	Public Opinion, Attitude Stability, and Education Policy. Program on Education Policy and Governance Working Papers Series. PEPG 21-04
Quelle	(2021), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Public Opinion; Educational Policy; Comparative Analysis; Teacher Attitudes; Governance; Elementary Secondary Education; Participant Characteristics; Parents; Parent Attitudes; Attitude Change; Benchmarking; Teacher Salaries; Expenditures; Charter Schools; Tenure; Educational Vouchers; Common Core State Standards; Unions; Incentives + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Öffentliche Meinung; Politics of education; Bildungspolitik; Lehrerverhalten; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Eltern; Elternverhalten; Attitudinal change; Einstellungsänderung; Lehrerbesoldung; Lehrervergütung; Ausgaben; Charter school; Charter-Schule; Amtszeit; Beschäftigungsdauer; Educational voucher; Bildungsgutschein; Common core curriculum; Curriculum; Kerncurriculum; Anreiz
Abstract	Do Americans hold a consistent set of opinions about their public schools and how to improve them? From 2013 to 2018, over 5,000 unique respondents participated in more than one consecutive iteration of the annual, nationally representative "Education Next" poll, offering an opportunity to examine individual-level attitude stability on education policy issues over a six-year period. The proportion of participants who provide the same response to the same question over multiple consecutive years greatly exceeds the amount expected to occur by chance alone. We also find that teachers offer more consistent responses than their non-teaching peers. By contrast, we do not observe similar differences in attitude stability between parents of school-age children and their counterparts without children. (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: https://www.hks.harvard.edu/centers/taubman/programs-research/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01