Social Networks and Policy Coherence: Administrators' Common Core and Teacher Evaluation Advice Networks
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| Title: | Social Networks and Policy Coherence: Administrators' Common Core and Teacher Evaluation Advice Networks |
|---|---|
| Language: | English |
| Authors: | Stosich, Elizabeth Leisy (ORCID |
| Source: | Education Policy Analysis Archives. May 2021 29(60). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Evaluation, Common Core State Standards, Educational Policy, School Districts, Social Networks, Network Analysis, Administrator Attitudes, Elementary Secondary Education, Human Resources, Educational Resources, Information Seeking, Administrator Behavior, Role, Grants, Educational Legislation, Federal Aid, Federal Programs, Federal Legislation |
| Laws, Policies and Program Identifiers: | Race to the Top |
| ISSN: | 1068-2341 |
| Abstract: | In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the Common Core. Further, administrators with more positive views of the potential impact of these policies and their access to the human and technical resources necessary for implementation were more likely to engage in positive information seeking behaviors. These findings have important implications for policies intended to increase instructional coherence in schools and districts. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1301479 |
| Database: | ERIC |
| Abstract: | In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the Common Core. Further, administrators with more positive views of the potential impact of these policies and their access to the human and technical resources necessary for implementation were more likely to engage in positive information seeking behaviors. These findings have important implications for policies intended to increase instructional coherence in schools and districts. |
|---|---|
| ISSN: | 1068-2341 |
