Policy Narratives of Accountability and Social-Emotional Learning

Autor/inn/en	Allbright, Taylor N.; Marsh, Julie A.
Titel	Policy Narratives of Accountability and Social-Emotional Learning
Quelle	In: Educational Policy, 36 (2022) 3, S.653-688 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allbright, Taylor N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904820904729
Schlagwörter	Accountability; Educational Policy; Social Emotional Learning; Knowledge Level; Beliefs; Educational Legislation; Elementary Secondary Education; Federal Legislation; Decision Making; School Districts; Administrator Attitudes; Measurement; Personal Narratives; California + Suchen Sie Ihr Suchwort? Verantwortung; Politics of education; Bildungspolitik; Wissensbasis; Belief; Glaube; Bildungsrecht; Schulgesetz; Bundesrecht; Decision-making; Entscheidungsfindung; School district; Schulbezirk; Messverfahren; Erlebniserzählung; Kalifornien
Abstract	The paradigm of test-based accountability has been a dominant force for decades, yet some argue that we have recently witnessed a dramatic change in the key beliefs influencing educational policy. To understand the extent of this transformation, we investigated the policy narrative supporting the adoption of a multiple measure accountability system in California's CORE Districts. Our data revealed a narrative integrating key beliefs about knowledge, accountability, and social-emotional learning. This narrative continues the major themes of the previous accountability paradigm, but with two notable differences regarding the use of measurement data and role of social-emotional learning. (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