Constraints, Values, and Information: How Leaders in One District Justify Their Positions during Instructional Decision Making

Autor/inn/en	Huguet, Alice; Coburn, Cynthia E.; Farrell, Caitlin C.; Kim, Debbie H.; Allen, Anna-Ruth
Titel	Constraints, Values, and Information: How Leaders in One District Justify Their Positions during Instructional Decision Making
Quelle	In: American Educational Research Journal, 58 (2021) 4, S.710-747 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831221993824
Schlagwörter	Decision Making; Problem Solving; Instructional Leadership; Race; Social Class; Mathematics Instruction; Urban Schools; Public Schools; Language; Educational Policy; Barriers; Beliefs; Values; Information Utilization; California + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Problemlösen; Instruction; Leadership; Bildung; Erziehung; Führung; Rasse; Abstammung; Social classes; Soziale Klasse; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Languages; Sprache; Politics of education; Bildungspolitik; Belief; Glaube; Wertbegriff; Informationsnutzung; Kalifornien
Abstract	Using over 350 hours of observational data from district-level meetings, we investigate how leaders support their interpretations of problems and proposed solutions during closed-door negotiations around three policy decisions, and how they invoke race, class, and language in the process. District leaders primarily cite constraints from stakeholders, practical realities, and policies during deliberations. They also draw on beliefs, values, and--to a lesser extent--information like research and data. Race, class, and language discourses were layered with values-based reasons, and most often addressed structural challenges to equity. The balance of attention to these factors depended on the configuration of participants and the nature of the policy decision itself, particularly decision makers' perception that it would be controversial among certain groups. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01