Conceptions of Equity in Common Core Policy Messages in a Metropolitan District

Autor/in	Hodge, Emily M.
Titel	Conceptions of Equity in Common Core Policy Messages in a Metropolitan District
Quelle	In: Educational Forum, 85 (2021) 1, S.89-106 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2020.1772427
Schlagwörter	Equal Education; Common Core State Standards; School Districts; Educational Opportunities; Faculty Development; Metropolitan Areas; Case Studies; Middle School Teachers; Teacher Attitudes; Literacy Education; Educational Policy; English Teachers; Reading Teachers; Coaching (Performance); Teaching Methods + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; School district; Schulbezirk; Bildungsangebot; Bildungschance; Ballungsraum; Case study; Fallstudie; Case Study; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Politics of education; Bildungspolitik; English language lessons; Englischunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examines how a large metropolitan district presented the Common Core State Standards (CCSS) to its teachers, how secondary literacy teachers took up those messages, and the conceptions of equity that were represented at the district and teacher levels. This study draws on sensemaking theory and conceptions of equity in conjunction with qualitative case study methods. Data include interviews with 24 individuals involved in middle school literacy instruction at the school and district levels and documents related to curriculum and professional development. Findings indicate that CCSS trainings at the district level had some reference to equity, defined as treating students the same way (for example, exposing "all students" to complex texts). Teachers expressed similar, though limited, policy messages around the importance of providing equal instructional treatment. This study suggests that district leaders consider available conceptions of equity in messages around reform for meaningful improvement of educational opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01