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AutorenEdgerton, Adam Kirk; Desimone, Laura M.
TitelMind the Gaps: Differences in How Teachers, Principals, and Districts Experience College- and Career-Readiness Policies
QuelleIn: American Journal of Education, 125 (2019) 4, S.593-619 (27 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0195-6744
SchlagwörterCollege Readiness; Career Readiness; Educational Change; Educational Policy; Teacher Attitudes; School Districts; Principals; Administrator Attitudes; State Standards; Comparative Analysis; Elementary Secondary Education; English; Language Arts; Policy Analysis; Public Officials; Accountability; Texas; Ohio; Kentucky
AbstractCritics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district officials, principals, and teachers differ. We find that in all three states, teachers report experiencing significantly more accountability than do principals. Teachers in every state also report significantly lower authority toward their state's standards. In Texas, these authority gaps predict less coverage of English language arts standards. [For the corresponding grantee submission, see ED595641.] (As Provided).
AnmerkungenUniversity of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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