Policy Narratives of Accountability and Social-Emotional Learning

被引：8

作者：

Allbright, Taylor N. ^{[1
]}

Marsh, Julie A. ^{[2
]}

机构：

[1] Univ Southern Calif, Los Angeles, CA 90007 USA

[2] Univ Southern Calif, Educ Policy, Rossier Sch Educ, Los Angeles, CA 90007 USA

来源：

EDUCATIONAL POLICY | 2022年 / 36卷 / 03期

关键词：

accountability; educational policy; high-stakes accountability; No Child Left Behind Act; policy formation; policy makers; qualitative research; NO CHILD LEFT; EDUCATIONAL-POLICY; SCHOOL IMPROVEMENT; IMPLEMENTATION; PRINCIPLES; PARADIGMS; POLITICS; STUDENTS; SUPPORT; MEDIA;

D O I：

10.1177/0895904820904729

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：653 / 688

页数：36

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