The Politics of Teacher Reform in Florida: Analyzing Causal Narratives Surrounding State Adoption of Performance-Based Evaluations, Performance Pay, and Tenure Elimination

Autor/inn/en	Harrison, Christopher; Cohen-Vogel, Lora
Titel	The Politics of Teacher Reform in Florida: Analyzing Causal Narratives Surrounding State Adoption of Performance-Based Evaluations, Performance Pay, and Tenure Elimination
Quelle	In: Peabody Journal of Education, 87 (2012) 5, S.517-534 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2012.723489
Schlagwörter	Elementary Secondary Education; Educational Legislation; School Law; Tenure; Educational Change; State Government; Teacher Evaluation; Politics of Education; Performance Based Assessment; Achievement Gains; Academic Achievement; News Media; News Reporting; Merit Pay; Florida + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Law concerning schools; Schulrecht; Amtszeit; Beschäftigungsdauer; Bildungsreform; Bund-Länder-Beziehung; Teacher appraisal; Lehrerbeurteilung; Educational policy; Bildungspolitik; Leistungsermittlung; Achievement gain; Leistungssteigerung; Schulleistung; Nachrichtenwesen; News report; Reportage; Leistungszulage
Abstract	Following a multiyear debate, Florida lawmakers passed the "Student Success Act" in March 2011, introducing some of the most sweeping educational reforms in the state's history--the introduction of teacher evaluation systems based on value-added modeling, mandatory "performance pay" for teachers, and the elimination of long-term professional service contracts. Using Stone's (1989) Causal Stories framework, this article analyzes arguments made for and against these reforms by numerous policy actors. Analysis of transcripts, news coverage, and policy reports reveals that actors on both sides of the debate constructed competing stories regarding the "causes" of poor student achievement. These competing causal narratives were central to actors' efforts to define the nature of the educative process, identify the "players" who controlled student learning, and portray the proposed reforms as solutions to the problem of underachievement, on one hand, or ill-conceived and poorly targeted answers, on the other. (Contains 1 figure, 1 table, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10