دورية أكاديمية
Conceptions of Equity in Common Core Policy Messages in a Metropolitan District
| العنوان: | Conceptions of Equity in Common Core Policy Messages in a Metropolitan District |
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| اللغة: | English |
| المؤلفون: | Hodge, Emily M. |
| المصدر: | Educational Forum. 2021 85(1):89-106. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Equal Education, Common Core State Standards, School Districts, Educational Opportunities, Faculty Development, Metropolitan Areas, Case Studies, Middle School Teachers, Teacher Attitudes, Literacy Education, Educational Policy, English Teachers, Reading Teachers, Coaching (Performance), Teaching Methods |
| DOI: | 10.1080/00131725.2020.1772427 |
| تدمد: | 0013-1725 |
| مستخلص: | This study examines how a large metropolitan district presented the Common Core State Standards (CCSS) to its teachers, how secondary literacy teachers took up those messages, and the conceptions of equity that were represented at the district and teacher levels. This study draws on sensemaking theory and conceptions of equity in conjunction with qualitative case study methods. Data include interviews with 24 individuals involved in middle school literacy instruction at the school and district levels and documents related to curriculum and professional development. Findings indicate that CCSS trainings at the district level had some reference to equity, defined as treating students the same way (for example, exposing "all students" to complex texts). Teachers expressed similar, though limited, policy messages around the importance of providing equal instructional treatment. This study suggests that district leaders consider available conceptions of equity in messages around reform for meaningful improvement of educational opportunities. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1283630 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0013-1725 |
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| DOI: | 10.1080/00131725.2020.1772427 |