Social Networks and Policy Coherence: Administrators' Common Core and Teacher Evaluation Advice Networks

Autor/inn/en	Stosich, Elizabeth Leisy; Hatch, Thomas; Hill, Kathryn; Roegman, Rachel; Allen, David
Titel	Social Networks and Policy Coherence: Administrators' Common Core and Teacher Evaluation Advice Networks
Quelle	In: Education Policy Analysis Archives, 29 (2021) 60, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stosich, Elizabeth Leisy) ORCID (Hatch, Thomas) ORCID (Hill, Kathryn) ORCID (Roegman, Rachel) ORCID (Allen, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Evaluation; Common Core State Standards; Educational Policy; School Districts; Social Networks; Network Analysis; Administrator Attitudes; Elementary Secondary Education; Human Resources; Educational Resources; Information Seeking; Administrator Behavior; Role; Grants; Educational Legislation; Federal Aid; Federal Programs; Federal Legislation + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Common core curriculum; Curriculum; Kerncurriculum; Politics of education; Bildungspolitik; School district; Schulbezirk; Social network; Soziales Netzwerk; Netzplantechnik; Humankapital; Bildungsmittel; Informationserschließung; Rollen; Grant; Finanzielle Beihilfe; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the Common Core. Further, administrators with more positive views of the potential impact of these policies and their access to the human and technical resources necessary for implementation were more likely to engage in positive information seeking behaviors. These findings have important implications for policies intended to increase instructional coherence in schools and districts. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01