High Stakes Policy and Mandated Curriculum

Dulude, Eliane; Spillane, James P.; Dumay, Xavier

doi:10.1177/0895904815598396

Cited by 11 publications

(6 citation statements)

References 21 publications

(57 reference statements)

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“…First, it extends the emerging body of research on the dynamics of school district decision making. Prior research has shown that district decision making unfolds over time and stretches across departments and levels of the system (Cohen & Huguet et al Spillane, 1992;Weiss & Bucuvalas, 1980), with negotiation and persuasion at its core (Coburn et al, 2008;Coburn, Touré, & Yamashita, 2009;Dulude et al, 2017). Yet none of this research has investigated the full range of considerations that district leaders marshal in their negotiation and persuasion.…”

Section: Discussionmentioning

confidence: 99%

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Constraints, Values, and Information: How Leaders in One District Justify Their Positions During Instructional Decision Making

Huguet

Coburn²,

Farrell

et al. 2021

American Educational Research Journal

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Using over 350 hours of observational data from district-level meetings, we investigate how leaders support their interpretations of problems and proposed solutions during closed-door negotiations around three policy decisions, and how they invoke race, class, and language in the process. District leaders primarily cite constraints from stakeholders, practical realities, and policies during deliberations. They also draw on beliefs, values, and—to a lesser extent—information like research and data. Race, class, and language discourses were layered with values-based reasons, and most often addressed structural challenges to equity. The balance of attention to these factors depended on the configuration of participants and the nature of the policy decision itself, particularly decision makers’ perception that it would be controversial among certain groups.

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Section: Discussionmentioning

confidence: 99%

“…Guiding principles of good design were invoked as a standard against which they evaluated a given problem or solution. Value-focused guiding principles were appeals to others' sense of moral obligation or collective identity (Dulude et al, 2017).…”

Section: Beliefs Principles and Valuesmentioning

confidence: 99%

Constraints, Values, and Information: How Leaders in One District Justify Their Positions During Instructional Decision Making

Huguet

Coburn²,

Farrell

et al. 2021

American Educational Research Journal

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show abstract

“…It is necessary for school agents to not only understand policy messages and translate them into action; they should be aware of the possible sources of pressures on their work and interpret policy in a way that is not simply a direct response to such pressures (Dulude, Spillane & Dumay, 2017). School principals, being more aware of institutional pressures, may enhance the leadership skills necessary when faced with environmental shifts and their possible impact on schools.…”

Section: Discussionmentioning

confidence: 99%

Interrelations between policymakers’ intentions and school agents’ interpretation of accountability policy in Israel

Amdur

Mero-Jaffe

2017

EPAA

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The study examined the interrelations between policymakers' intentions for test-based accountability policy, and school agents' perceptions and actions with regard to this policy. Mixedmethods were used and encompassed 24 policymakers, 80 school principals, 168 teachers and case studies of four schools. New institutional theory, including the concept of "environmental shift" (Powell & Di Maggio, 1991) and the metaphor of "coupling" (Weick, 1976), served as the conceptual framework. Findings indicate that the interrelations between intentions, perceptions and actions are mainly tightly coupled. These are discussed by invoking three types of institutional isomorphism (DiMaggio & Powell, 1983): coercive, mimetic and normative.

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“…According to Dulude (2015) and Guthrie (2016), sense-making is all about shared understandings, basic languages, and social interactions within one's immediate surroundings or environment of choice; since it is concerned with the social environment, academics pay close attention to speaking, discourse, and other forms of social interaction while studying the phenomenon. It is more of a social process in which people need exchanges with peers in order to transform what is going on in their surroundings into meaningful words and phrases.…”

Section: Socialisingmentioning

confidence: 99%

“…It is possible for other organisational leaders to influence sense-making throughout policy enactment because of their comprehension of the social character of sense-making. Hence, meaning is negotiated, contested, and co-constructed in the space of a particular situation (Guthrie, 2016;Dulude, 2015).…”

Section: Socialisingmentioning

confidence: 99%

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Mohammed

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This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.

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High Stakes Policy and Mandated Curriculum

Cited by 11 publications

References 21 publications

Constraints, Values, and Information: How Leaders in One District Justify Their Positions During Instructional Decision Making

Constraints, Values, and Information: How Leaders in One District Justify Their Positions During Instructional Decision Making

Interrelations between policymakers’ intentions and school agents’ interpretation of accountability policy in Israel

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

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