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Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation 谁来评估教师重要吗?校长与教师主导评价与教师动机
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-02-09 DOI: 10.1177/08959048221103796
Timothy G. Ford, Alyson L. Lavigne
{"title":"Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation","authors":"Timothy G. Ford, Alyson L. Lavigne","doi":"10.1177/08959048221103796","DOIUrl":"https://doi.org/10.1177/08959048221103796","url":null,"abstract":"Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated with more teacher-reported positive changes in classroom practice, confidence, and motivation than principal-led evaluation practices in three areas evaluation: (1) classroom observations, (2) assessments of teacher content knowledge, and (3) analysis of student test score data. We found that teacher-led evaluation is associated with more positive feelings of motivation and change in practice for all three evaluation areas, but particularly for assessments of teacher content knowledge and test score data analysis. Further, principals’ reported use of extrinsic motivational tools to reward or punish teachers based upon their evaluation was also negatively associated with teachers’ motivation and reports of positive change in practice.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"16 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87899294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Special Education and Meritocratic Inclusion 特殊教育和精英融合
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-02-09 DOI: 10.1177/08959048231153606
Arnaud Stanczak, Mickaël Jury, Cristina Aelenei, J. Pironom, Marie-Christine Toczek-Capelle, O. Rohmer
{"title":"Special Education and Meritocratic Inclusion","authors":"Arnaud Stanczak, Mickaël Jury, Cristina Aelenei, J. Pironom, Marie-Christine Toczek-Capelle, O. Rohmer","doi":"10.1177/08959048231153606","DOIUrl":"https://doi.org/10.1177/08959048231153606","url":null,"abstract":"In this theoretical article we present our hypothesis on the incompatibility of the inclusive education policy toward students with special educational needs with the meritocratic principle of education. If considering and recognizing the needs of these students is necessary to achieve a successful inclusive environment, we propose that this goal cannot be achieved within current educational systems driven by a meritocratic ideology. We base our rationale on social psychology theories such as system justification and backlash to argue that such incompatibility is particularly visible during the evaluation process. Finally, if we provide some incentives toward greater inclusion while considering the diverse contradictions such inclusivity generates, we also invite researchers to further empirically examine these contradictions in order to guide policy makers within their choices.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"32 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77778071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Postsecondary Policy Environments in Citizen Legislatures 公民立法机构的高等教育政策环境
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-01-12 DOI: 10.1177/08959048221142050
D. Johnson
{"title":"Postsecondary Policy Environments in Citizen Legislatures","authors":"D. Johnson","doi":"10.1177/08959048221142050","DOIUrl":"https://doi.org/10.1177/08959048221142050","url":null,"abstract":"Legislative professionalism is central to the politico-institutional context of postsecondary policy adoption in state governments. The core argument in existing research is that as legislative professionalism increases, structural capacity for decision-making increases. Evidence for this argument is mixed, exclusively quantitative, and assumes a bureaucratic logic. The goal of this study is to deepen understanding of legislative professionalism by examining how policy stakeholders perceive the postsecondary policy environment in a “citizen legislature.” The study draws on 26 in-depth interviews with higher education stakeholders in Nevada. The findings contribute empirically to the literature by demonstrating that legislative professionalism can be understood in terms of the meanings assigned distinctive legislative environments. The results also make a conceptual contribution to this literature by showing how loose coupling in interorganizational relations and bounded rationality shape the policy environment—in ways that yield benefits for some institutions and disadvantages for others.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"36 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89441710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Boundaries of Competition: Examining Charter Schools’ Impact on Traditional Schools 竞争的边界:特许学校对传统学校的影响
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-01-05 DOI: 10.1177/08959048221142049
Matthew J. Uttermark, Kenneth R. Mackie, C. Weissert, A. Artiles
{"title":"The Boundaries of Competition: Examining Charter Schools’ Impact on Traditional Schools","authors":"Matthew J. Uttermark, Kenneth R. Mackie, C. Weissert, A. Artiles","doi":"10.1177/08959048221142049","DOIUrl":"https://doi.org/10.1177/08959048221142049","url":null,"abstract":"For decades, charter schools have been promoted as a panacea for increasing competition in the educational marketplace. Supporters argue that increased choice forces neighboring schools to innovate, while opponents contend that charters “skim” students and funds away from traditional public schools (TPS). We test the two differing views by comparing academic achievement and school segregation in TPS in South Florida facing competition from charter schools compared to TPS with no competition. We find that when a charter school moves into the community, it fails to substantively change test scores or diversity of the nearby TPS, even 10 years after a charter is established.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"27 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84359335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses 理解利害关系:问责制政策选项对教师反应的影响
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-01-04 DOI: 10.1177/08959048221142048
A. Levatino, Lluís Parcerisa, Antoni Verger
{"title":"Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses","authors":"A. Levatino, Lluís Parcerisa, Antoni Verger","doi":"10.1177/08959048221142048","DOIUrl":"https://doi.org/10.1177/08959048221142048","url":null,"abstract":"Under test-based accountability, side-effects —including practices to inflate test results, often seen as cheating—are usually associated to so-called high-stakes policies. However, the influence of different types of stakes in the generation of this type of practices has been overlooked in education research. Based on a survey experiment, our results indicate that the type and level of stakes of accountability systems (e.g., high- vs. low-stakes, material vs. symbolic) do not differ in triggering side-effects. Counterintuitively, individual symbolic consequences trigger similar reactions among teachers than material incentives. In-depth interviews give insights into the social mechanisms that lead to symbolic effects having such an influence in understanding teachers’ reactivity to accountability.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"5 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78757380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Politics at the Boundary: Exploring Politics in Education Research-Practice Partnerships 边界上的政治:探索教育中的政治研究-实践伙伴关系
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-01-01 DOI: 10.1177/08959048221134916
Kyo Yamashiro, Laura Wentworth, Moonhawk Kim
{"title":"Politics at the Boundary: Exploring Politics in Education Research-Practice Partnerships","authors":"Kyo Yamashiro, Laura Wentworth, Moonhawk Kim","doi":"10.1177/08959048221134916","DOIUrl":"https://doi.org/10.1177/08959048221134916","url":null,"abstract":"The challenges of transforming our educational systems to fulfill enduring needs for equity, justice, and responsiveness will take a multitude of partners. Research-practice partnerships (RPPs) arrange collaboration and engagement with research to bring about shared commitments and resources to tackle these challenges. Just as sociocultural and political dynamics can shape educational politics generally, without close and intentional attention to the politics of starting, operating, and sustaining RPPs, those political dynamics can potentially derail a partnership. In this article, we consider the emerging research on the politics in and around RPPs pursuing educational transformation and propose a framework to reflect these dynamics. To introduce this special issue, we also deconstruct RPP politics into four major phases of RPP work, and describe the articles addressing each phase. This compilation of articles contributes a wealth of expertise and evidence illuminating how politics can shape both RPPs and their goals of equity and transformation.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"29 1","pages":"3 - 30"},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81570946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
The Political and Social Contexts of Research Evidence Use in Partnerships 伙伴关系中研究证据使用的政治和社会背景
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-29 DOI: 10.1177/08959048221138454
Kara S. Finnigan
{"title":"The Political and Social Contexts of Research Evidence Use in Partnerships","authors":"Kara S. Finnigan","doi":"10.1177/08959048221138454","DOIUrl":"https://doi.org/10.1177/08959048221138454","url":null,"abstract":"This article discusses what we know about the underlying social and political conditions shaping research evidence use in education and how this applies to Research-Practice Partnerships (RPPs). It discusses types of use, political dynamics and processes, brokers and intermediaries, and racial dynamics and lenses. It also recommends strategies for RPPs in light of these political and social contexts to improve the quality of use and reduce the misuse of research evidence, ending with implications for future research.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"20 2","pages":"147 - 169"},"PeriodicalIF":1.8,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72618565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Advancing Institutional Change to Encourage Faculty Participation in Research-Practice Partnerships 推进制度变革，鼓励教师参与研究-实践伙伴关系
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-29 DOI: 10.1177/08959048221131564
Adam Gamoran
{"title":"Advancing Institutional Change to Encourage Faculty Participation in Research-Practice Partnerships","authors":"Adam Gamoran","doi":"10.1177/08959048221131564","DOIUrl":"https://doi.org/10.1177/08959048221131564","url":null,"abstract":"University faculty have the talent, creativity, and training to tackle the serious challenges confronting our education system today, but the incentive structure in universities is often at odds with real-world contributions. What tensions are experienced by faculty who may be interested in partnership-oriented, engaged scholarship? How can these tensions be addressed? This chapter explores the tensions, particularly in the context of education research-practice partnerships, and provide examples from universities that are taking steps to lessen the tensions and encourage faculty participation in partnerships. By adopting new structures and incentives, these universities are providing a pathway to engaged scholarship that may ultimately increase the power of research to address the problems that educators face each day. However, university leaders who are implementing institutional change must grapple with long-established norms and traditions, and show how new ways of assessing the value of research will benefit universities as well as their communities.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"5 1","pages":"31 - 55"},"PeriodicalIF":1.8,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88842515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Interrogating Policy Diffusion in the Arts Education Sphere 质疑艺术教育领域的政策扩散
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-24 DOI: 10.1177/08959048221131565
Ryan D. Shaw
{"title":"Interrogating Policy Diffusion in the Arts Education Sphere","authors":"Ryan D. Shaw","doi":"10.1177/08959048221131565","DOIUrl":"https://doi.org/10.1177/08959048221131565","url":null,"abstract":"Defined as the tendency for structures and groups to “grow more alike, to develop similarities” policy convergence is a recognized factor in policy analysis across fields. In the arts education sphere, this can mean adopting similar curriculum standards, imitating an after-school arts program, or even borrowing a large-scale metropolitan arts education partnership model. I argue that policy diffusion helps to illuminate policy convergence in the arts education milieu. In this policy analysis essay, I first detail the conceptual underpinnings of policy diffusion. Next, I offer specific examples from arts education and attempt to show how they exemplify mechanisms of diffusion. I then argue that there are specific contexts/structures within arts education policymaking that facilitate diffusion, and I conclude with discussion based on the analysis.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"327 1","pages":"2026 - 2050"},"PeriodicalIF":1.8,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77588215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Becoming HOPEless in the 2-Year Sector 在2年内变得毫无希望
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-11-23 DOI: 10.1177/08959048221120276
Manuel S. González Canché
{"title":"Becoming HOPEless in the 2-Year Sector","authors":"Manuel S. González Canché","doi":"10.1177/08959048221120276","DOIUrl":"https://doi.org/10.1177/08959048221120276","url":null,"abstract":"Becoming HOPEless in the 2-year sector addresses the question: what happens when a state-wide policy removes merit-based financial aid from low-income students making satisfactory academic progress? To assess the magnitude of this HOPEless effect, we compared credits attempted, attained, and persistence and graduation indicators of HOPEless students against the outcomes of their not targeted/affected peers. Relying on multiple quasi-experimental analytic techniques (difference in differences [DD], DD in differences, Fuzzy regression discontinuity, and multi-treatment propensity score weighting), two mutually exclusive analytic samples (one longitudinal and one cross-sectional), and over one million observations across four academic years (2009–2010 to 2012–2013), we consistently found that HOPEless students realized worse outcomes and even persisted fewer terms/semesters than students on academic probation. The State saved about $150 million in lottery money (largely funded by lower-income households) but did so at the expense of 665,192 credit hours that would have been attained by HOPEless (low-income) students.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"1 1","pages":"2051 - 2115"},"PeriodicalIF":1.8,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83079630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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