Passing Reading First: Prominence and Processes in an Elite Policy Network

Miskel, Cecil; Song, Mengli

doi:10.3102/01623737026002089

Cited by 31 publications

(27 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sociologists have long studied these kinds of connections, known as "social networks," to understand the diffusion of knowledge and innovation within and across organizations, including more recent studies of schools and districts (Daly, 2010). A few researchers have used social network theory and methods to study state education policy networks (Miskel & Song, 2004;Song & Miskel, 2005). We applied social network perspectives and methods here to examine SEA's communication structures, search and incorporation networks, and network properties, such as social capital, and to identify the most central "knowledge brokers" or influential knowledge sources in the research and other knowledge networks.…”

mentioning

confidence: 99%

How State Education Agencies Acquire and Use Research in School Improvement Strategies

Goertz¹,

Barnes²,

Massell³

2013

View full text Add to dashboard Cite

mentioning

confidence: 99%

How State Education Agencies Acquire and Use Research in School Improvement Strategies

Goertz¹,

Barnes²,

Massell³

2013

View full text Add to dashboard Cite

“…A few studies apply SNA to education policy networks, visualizing foundation funding (Reckhow, 2013) or the organizations advocating for charter school legislation (Au & Ferrare, 2014). Miskel and Song (2004, 2005 used SNA to visualize influential organizational coalitions in literacy policy. Hodge et al (2016) used SNA to visualize the national network of state-provided resources for secondary ELA, providing partial insight to the CCSS theory of action by examining the extent to which states drew on resources from other states or from external organizations.…”

Section: Social Network Analysis As a Tool For Understanding Educatiomentioning

confidence: 99%

State educational agencies in an uncertain environment: Understanding state provided networks of English Language Arts curricular resources

Salloum¹,

Hodge²,

Benko³

2020

EPAA

View full text Add to dashboard Cite

Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Meyer Rowan, 1977) and isomorphism specifically (DiMaggio Powell, 1983), we posit that coercive forces (primarily due to RTTT application and CCSS status) as compared to mimetic and normative forces influenced the organizations to which SEAs turn for curriculum materials. Using Multiple Regression Quadratic Assignment Procedure and a data set of over 2,000 state-provided resources for secondary English Language Arts teachers from all 50 states and Washington, D.C., we indeed found that coercive forces had a relationship with shared organizational ties, demonstrating that RTTT application and CCSS adoption influenced resource provision.

show abstract

“…Nevertheless, in formulating the Reading First provisions of NCLB, for example, practicing educators and professional education and educational measurement organizations again played marginal roles (Miskel & Song, 2004). Subsequently and perhaps unsurprisingly, measurement researchers have identified technical and conceptual flaws in NCLB's test-driven accountability plan (Haertel, 2002;Hill & DePascale, 2003;Linn, Baker, & Betebenner, 2002;Shepard, 2002;Sirotnik, 2004).…”

Section: Introductionmentioning

confidence: 99%

NCLB: Local implementation and impact in southwest Washington state.

Mabry

Margolis

2006

EPAA

View full text Add to dashboard Cite

The research reported here is from the first two years of an ongoing and largely qualitative study to examine the impact of the No Child Left Behind federal education policy on educational practice and climate in elementary schools in two districts in southwest Washington. Based on systematic drop-in observations in classrooms and interviews with teachers and school and district administrators, data indicated that the policy had partially yielded the intended standards-based reforms but at considerable local cost. While most participating administrators described efforts to use NCLB to leverage needed change, most teachers described struggles to sustain best practice and to avoid some negative consequences to their students and schools. Administrators anticipated that resistant teachers would be nudged from the profession, and the greatest attrition among participating teachers was from the fourth-grade level at which the state’s standards-based test was administered. Fourth-grade teachers particularly expressed concern about test-related stress and test-driven curricula interfering with children’s individual needs and with their own ability to provide developmentally appropriate instruction adapted for their particular students. The validity and utility of test results was a local issue.

show abstract

Passing Reading First: Prominence and Processes in an Elite Policy Network

Cited by 31 publications

References 13 publications

How State Education Agencies Acquire and Use Research in School Improvement Strategies

How State Education Agencies Acquire and Use Research in School Improvement Strategies

State educational agencies in an uncertain environment: Understanding state provided networks of English Language Arts curricular resources

NCLB: Local implementation and impact in southwest Washington state.

Contact Info

Product

Resources

About