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Learning from Standards Deviations: Three Dimensions for Building Education Policies That Last
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Edgerton, Adam Kirk – American Educational Research Journal, 2020
Cynthia Coburn, in her 2016 article in the "American Journal of Education"--"What's Policy Got to Do With It?"--states that the field of policy implementation suffers from the propensity to learn the same lessons over and over again. This repetition of mistakes, I argue, stems from a failure to account for predictable patterns…
Descriptors: Educational Policy, Elementary Secondary Education, Educational Change, Common Core State Standards
Learning from Standards Deviations: Three Dimensions for Building Education Policies That Last
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Edgerton, Adam Kirk – Grantee Submission, 2019
Cynthia Coburn, in her 2016 article in the "American Journal of Education"--''What's Policy Got to Do With It?''--states that the field of policy implementation suffers from the propensity to learn the same lessons over and over again. This repetition of mistakes, I argue, stems from a failure to account for predictable patterns in how…
Descriptors: Educational Policy, Elementary Secondary Education, Educational Change, Common Core State Standards
Mind the Gaps: Differences in How Teachers, Principals, and Districts Experience College- and Career-Readiness Policies
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Edgerton, Adam Kirk; Desimone, Laura M. – American Journal of Education, 2019
Critics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district…
Descriptors: College Readiness, Career Readiness, Educational Change, Educational Policy
Mind the Gaps: Differences in How Teachers, Principals, and Districts Experience College- and Career-Readiness Policies
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Edgerton, Adam Kirk; Desimone, Laura M. – Grantee Submission, 2019
Critics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district…
Descriptors: College Readiness, Career Readiness, Accountability, Educational Policy