Argumentation in Educational Policy Disputes: Competing Visions of Quality and Equity

Autor/inn/en	Anagnostopoulos, Dorothea; Lingard, Bob; Sellar, Sam
Titel	Argumentation in Educational Policy Disputes: Competing Visions of Quality and Equity
Quelle	In: Theory Into Practice, 55 (2016) 4, S.342-351 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2016.1208071
Schlagwörter	Persuasive Discourse; Educational Policy; Conflict; Educational Quality; Equal Education; Educational Testing; Accountability; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Teacher Evaluation; Standardized Tests; Scores; Definitions; Teacher Attitudes; News Media; Criticism; District of Columbia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Politics of education; Bildungspolitik; Konflikt; Quality of education; Bildungsqualität; Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Teacher appraisal; Lehrerbeurteilung; Standadised tests; Standardisierter Test; Begriffsbestimmung; Lehrerverhalten; Nachrichtenwesen; Kritik
Abstract	Current debates about test-based accountability policies revolve around questions of how to ensure that all students have access to high-quality schools and teachers. Whether and how one can meet this goal depend, in part, on the nature of the arguments that policy proponents and opponents mobilize in these debates. This article examines these arguments, focusing specifically on how policymakers and educators justify and critique prominent test-based accountability policies, the OECD's PISA, and enhanced teacher evaluation. Drawing on pragmatic sociology and our research on these policies, we show how policy proponents mobilize industrial, market, and civic arguments to define both quality and equity as the efficient production of standardized test scores. In contrast, educators more often employ civic and domestic arguments that expand the definition of educational quality, but do not engage issues of educational equity. We explore how educators can mobilize arguments and the news media to expand the definition of educational quality and equity to enrich both our vision of education and our debates about it. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01