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ERIC Number: EJ1377771
Record Type: Journal
Publication Date: 2023-Jun
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: EISSN-1935-1011
"The Good Struggle" of Flexible Specificity: Districts Balancing Specific Guidance with Autonomy to Support Standards-Based Instruction
Amy Stornaiuolo; Laura Desimone; Morgan Polikoff
American Educational Research Journal, v60 n3 p521-561 Jun 2023
This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts' approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an approach we called "flexible specificity"--flexibility informed by ongoing data collection and evaluation that allowed districts to develop specific, useful guidance about curriculum and professional learning based on stakeholder needs. We present four shared practices characterizing this approach in two districts, analyzing why those districts seemed to find the right balance of specificity and flexibility while others struggled.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Ohio; Texas; California; Pennsylvania; Massachusetts
IES Funded: Yes
Grant or Contract Numbers: R305C150007