Engaging Practitioners in State School Improvement Initiatives

Autor/inn/en	Massell, Diane; Goertz, Margaret E.; Barnes, Carol A.
Titel	Engaging Practitioners in State School Improvement Initiatives
Quelle	In: Peabody Journal of Education, 90 (2015) 1, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2015.988540
Schlagwörter	State Programs; Improvement Programs; Educational Policy; State Policy; Interviews; Program Design; Program Implementation; Policy Formation; Transcripts (Written Records); Social Networks; Network Analysis; State Departments of Education; State Officials; Information Sources; Information Utilization; Professional Associations; Operations Research; Stakeholders + Suchen Sie Ihr Suchwort? Regierungsprogramm; Effizienzsteigerung; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Programme design; Programmaufbau; Programmplanung; Politische Betätigung; Social network; Soziales Netzwerk; Netzplantechnik; Kultusministerium; Member of the government; Regierungsmitglied; Information source; Informationsquelle; Informationsnutzung
Abstract	For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice--the voice of education practitioners--is represented in states' current, significant initiatives to improve low-performing schools. In the article, we focus on the role that practitioner knowledge played in the development of school improvement policies across three state education agencies. We draw on interviews, surveys, and document analyses collected for a larger exploratory study of knowledge utilization. Contrary to earlier research showing weak or uneven connections between state agencies and practitioners, we found that practitioner advice networks were generally stronger than states' research advice networks. We found ample illustration of staff using this advice to make sense of research for their own contexts, and for their own approaches to school improvement. Agencies formed ties to practitioners in districts and schools, in professional membership associations, within their own agencies, or in other agencies wrestling with similar problems. Who they turned to differed depending on earlier improvement policies and institutional histories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01