Redes sociais e coerência de políticas: Common Core e redes de aconselhamento para avaliação de professores de administradores

Autores

  • Elizabeth Leisy Stosich Fordham University http://orcid.org/0000-0002-5497-6389
  • Thomas Hatch Teachers College, Columbia University
  • Kathryn Hill Research Alliance for New York City Schools
  • Rachel Roegman University of Illinois, Urbana-Champaign
  • David Allen College of Staten Island, CUNY

DOI:

https://doi.org/10.14507/epaa.29.5990

Palavras-chave:

política educacional, reforma distrital, coerência, Common Core, avaliação de professores, redes sociais

Resumo

Neste estudo, pretendemos aprofundar a compreensão do que seria necessário para desenvolver as relações, entendimentos comuns e experiência coletiva que podem apoiar os esforços de melhoria em todo o distrito, examinando a implementação do Common Core e uma política de avaliação de professores. Com base em três anos de dados de redes sociais em três distritos, descobrimos que os administradores estavam mais propensos a conversar sobre avaliação de professores do que o Common Core. Além disso, os administradores com visões mais positivas do impacto potencial dessas políticas e seu acesso aos recursos humanos e técnicos necessários para a implementação eram mais propensos a se envolver em comportamentos positivos de busca de informações. Essas descobertas têm implicações importantes para as políticas destinadas a aumentar a coerência educacional em escolas e distritos.

 

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Biografia do Autor

Elizabeth Leisy Stosich, Fordham University

Elizabeth Leisy Stosich is an Assistant Professor in Educational Leadership, Administration, and Policy at Fordham University. Her research focuses on the challenge of increasing the capacity of educators and organizations to productively respond to policies and programs designed to improve equity and excellence in educational opportunities. 



Thomas Hatch, Teachers College, Columbia University

Thomas Hatch (@tch960) is a Professor at Teachers College, Columbia University and Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His research includes studies of school reform efforts at the school, district, and national levels. His current work focuses on efforts to create more powerful learning experiences both inside and outside schools in developed and developing contexts.  

Kathryn Hill, Research Alliance for New York City Schools

Kathryn Hill, Ph.D., is a Research Associate at the Research Alliance for New York City Schools. She contributes to a number of projects for the Research Alliance, particularly studies examining the causes and consequences of inequality for historically marginalized NYC students.

Rachel Roegman, University of Illinois, Urbana-Champaign

Rachel Roegman is an Assistant Professor of Educational Leadership in the Department of Education Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. Her research examines the development and support of equity-focused leaders. Her work has been influenced by her experiences as a middle school teacher in traditional and alternative schools and her commitment to anti-racist, equity-focused practice.

David Allen, College of Staten Island, CUNY

David Allen is a Professor of English Education. His research focuses on how groups collaborate and create together, in schools and other settings.

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Publicado

2021-05-10

Como Citar

Stosich, E. L., Hatch, T., Hill, K., Roegman, R., & Allen, D. (2021). Redes sociais e coerência de políticas: Common Core e redes de aconselhamento para avaliação de professores de administradores. Arquivos Analíticos De Políticas Educativas, 29, 60. https://doi.org/10.14507/epaa.29.5990

Edição

v. 29 (2021)

Seção

Articles