Accounting for Mediatization in the Era of Individualized Consequential Accountability

Autor/inn/en	Head, James Christopher; Pryiomka, Karyna
Titel	Accounting for Mediatization in the Era of Individualized Consequential Accountability
Quelle	In: Journal of Education Policy, 35 (2020) 3, S.421-440 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pryiomka, Karyna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1566578
Schlagwörter	Accountability; Educational Change; Teacher Evaluation; News Reporting; Newspapers; Mass Media Effects; Educational Policy; Educational Legislation; Federal Legislation; Federal Programs; New York + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsreform; Teacher appraisal; Lehrerbeurteilung; News report; Reportage; Newspaper; Zeitung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	In this paper, we report on our investigation of news coverage of accountability reform in The New York Times and The Wall Street Journal during the implementation and assessment of New York's Race to the Top-inspired teacher evaluation system. In systemically analyzing how these prominent media outlets narrated this contentious moment in educational history, this study seeks to identify major narrative features pertinent to the ideological and representational dimensions of teachers in the era of consequential accountability. Specifically, we examine character prevalence, the characterization of prevalent characters, and the valuations ascribed to prevalent characters. This analysis, thus, aims to account for the mediatization of accountability reform. Our findings suggest that both periodicals constructed a one-dimensional conflict between education reformers and resisters of the newly implemented accountability policies while narrating those most affected by the policies as passive bystanders to the ideological conflict being waged by those with more power and influence. This reductionist narrative gives voice to reformers' audit-based notion of accountability while omitting the relational responsibility of educators -- the form of accountability long associated with teachers' work. In accounting for ideological and representational features of journalists' narrative construction, we illuminate how prominent media outlets mediatize accountability policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01