Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Accountability (2)
- Curriculum (2)
- Policy implementation (2)
- Administration/supervision (1)
- Adult learners (1)
-
- Assessment (1)
- Common Core State Standards (1)
- Compliance (1)
- Data-driven decision making (1)
- Desegregation (1)
- Diversity (1)
- Education policy (1)
- Educational management organizations (1)
- Educational policy (1)
- Equity (1)
- Ethnography (1)
- Feedback (1)
- Incentives (1)
- Institutional theory (1)
- Instruction (1)
- Intermediary organizations (1)
- Language arts education (1)
- Nonsystem actors (1)
- Online teaching (1)
- Open educational resources (1)
- Philadelphia (1)
- Philosophy for children (1)
- Political aspects/governmental influence (1)
- Privatization (1)
- Professional culture (1)
Articles 1 - 10 of 10
Full-Text Articles in Education
Philosophy For Children As A Form Of Spiritual Education, Olivier Michaud, Maughn Rollins Gregory
Philosophy For Children As A Form Of Spiritual Education, Olivier Michaud, Maughn Rollins Gregory
Department of Educational Foundations Scholarship and Creative Works
In the last two decades, some authors in the philosophy for children movement have theorized that the community of philosophical inquiry can be a form of spiritual practice, of the care of the self, or a wisdom practice (De Marzio, 2009; Gregory, 2009, 2013, 2014;Gregory & Laverty, 2009). Yet, it is unclear if philosophy for children is, by itself, a form of spiritual education, or if it requires some sorts of modification to be one. And, if it is or can be a form of spiritual education, we can interrogate in what ways and to what extent is it one. …
Evaluative Relationships: Teacher Accountability And Professional Culture, Rachel Garver
Evaluative Relationships: Teacher Accountability And Professional Culture, Rachel Garver
Department of Educational Leadership Scholarship and Creative Works
Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erode professional culture. Implications for policymakers, school leaders, and teachers are considered.
The Changing Ecology Of The Curriculum Marketplace In The Era Of The Common Core State Standards, Emily Hodge, Serena J. Salloum, Susanna L. Benko
The Changing Ecology Of The Curriculum Marketplace In The Era Of The Common Core State Standards, Emily Hodge, Serena J. Salloum, Susanna L. Benko
Department of Educational Leadership Scholarship and Creative Works
This manuscript explores how the changing policy context of common standards may have influenced the provision of curriculum materials in the United States. Many educational reforms do little to change the nature of classroom instruction, and prior research has argued that this constancy is, at least in part, due to the common use of instructional materials from a small set of large publishing companies (Rowan in J Educ Change 3(3–4):283–314, 2002). However, common standards have been in place in many states since 2010, creating the potential for states to create and share curricular materials with each other, as well as …
School Desegregation And Federal Inducement: Lessons From The Emergency School Aid Act Of 1972, Emily Hodge
School Desegregation And Federal Inducement: Lessons From The Emergency School Aid Act Of 1972, Emily Hodge
Department of Educational Leadership Scholarship and Creative Works
This study uses the example of the Emergency School Aid Act of 1972, a federal desegregation incentive program, to discuss the benefits and challenges of equity-oriented incentives. This study applies theories of policy instruments and the social construction of target populations to congressional records, archival program materials, and other historical sources to trace the origin and evolution of the incentives and mandates built into the Emergency School Aid Act. The study ultimately concludes that the program’s combination of a financial incentive with rigorous oversight offers lessons for how to incorporate equity-oriented incentives into current education policy.
The Challenge Of Providing High-Quality Feedback Online: Building A Culture Of Continuous Improvement In An Online Course For Adult Learners, Emily Hodge, Susan Chenelle
The Challenge Of Providing High-Quality Feedback Online: Building A Culture Of Continuous Improvement In An Online Course For Adult Learners, Emily Hodge, Susan Chenelle
Department of Educational Leadership Scholarship and Creative Works
Scholars of online learning have acknowledged the additional challenges an online format poses to relationship building and providing effective feedback. This article describes the authors’ experiences providing feedback to adult learners in an online educational leadership course, the challenges they encountered in providing this feedback in a timeframe and manner to which students were receptive, and their research into how to build a culture of continuous improvement in an online course for adult learners. The authors conclude that effective online feedback occurs when course projects are sequenced to provide opportunities for students to receive and engage with feedback formatively, when …
“The More We Can Try To Open Them Up, The Better It Will Be For Their Integration”: Integration And The Coercive Assimilation Of Muslim Youth, Reva Jaffe-Walter
“The More We Can Try To Open Them Up, The Better It Will Be For Their Integration”: Integration And The Coercive Assimilation Of Muslim Youth, Reva Jaffe-Walter
Department of Educational Leadership Scholarship and Creative Works
Capitalizing on national anxieties, right wing populist leaders promise to enforce national borders with new constellations of policies that regulate and exclude Muslim bodies. Using the theoretical tool of “technologies of concern” (Jaffe-Walter, 2016), this essay critiques how state security discourses operate through public schools. Drawing on ethnographic research with Muslim youth in a Danish public school and an analysis of European integration policies, the author analyzes how policies and practices that ostensibly support young people’s integration enact everyday violence and coercive assimilation. Highlighting the perspectives of the young people she worked with, the author argues that state efforts to …
Orienting Schools Toward Equity: Subgroup Accountability Pressure And School-Level Responses, Rachel Garver
Orienting Schools Toward Equity: Subgroup Accountability Pressure And School-Level Responses, Rachel Garver
Department of Educational Leadership Scholarship and Creative Works
This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.
Getting Connected: Finding Literacy Resources In The Common Core Era, Serena J. Salloum, Susanna L. Benko, Emily Hodge
Getting Connected: Finding Literacy Resources In The Common Core Era, Serena J. Salloum, Susanna L. Benko, Emily Hodge
Department of Educational Leadership Scholarship and Creative Works
The authors provide practical, evidence-based advice for teachers and educational leaders looking for helpful curricular and professional resources that support students’ literacy development in the era of the Common Core State Standards.
Variations On A Theme: The Shift From Distinction To Commonality In Philadelphia's Diverse Provider Model 2002-2008, Katrina Bulkley, Eva Travers
Variations On A Theme: The Shift From Distinction To Commonality In Philadelphia's Diverse Provider Model 2002-2008, Katrina Bulkley, Eva Travers
Department of Educational Leadership Scholarship and Creative Works
Recent years have seen a growing push toward Portfolio Management Models that incorporate a variety of "providers" operating public schools. One rationale for this is that such organizations can offer distinct and innovative educational practices. This article describes the Diverse Provider Model implemented in Philadelphia from 2002-2008, and the shifts in practices by many outside providers away from distinction and toward alignment with the district approach. Drawing on institutional theory, we examine possible explanations for these shifts, including the particular structures and incentives in Philadelphia and discuss what can be learned about the prospects for innovation through outside providers.
Conceptions Of Equity: How Influential Actors View A Contested Concept, Katrina Bulkley
Conceptions Of Equity: How Influential Actors View A Contested Concept, Katrina Bulkley
Department of Educational Leadership Scholarship and Creative Works
Discussions of educational equity have played an important role in educational policy in the United States over the past 50 years, and advocates with a broad range of perspectives on reform have sought to claim the equity mantle. In this article, I examine aspects of equity, including the distribution of "inputs" to public education, the process of delivering education, and the outcomes of the educational process. I surveyed a series of experts in educational policy to identify influential actors in national debates. Based on that survey, I conducted 12 semistructured interviews with individuals and representatives of organizations identified as "influential," …