Policy Regimes
Southern Illinois University Press (Verlag)
978-0-8093-3846-7 (ISBN)
Engaging education policy from kindergarten to college
Author Tyler S. Branson argues that education reform initiatives in the twentieth century can be understood in terms of historical shifts in the ideas, interests, and governing arrangements that inform the teaching of writing. Today, policy regimes of “accountability” shape education reform programs such as Common Core in K-12 and Dual Enrollment in postsecondary institutions. This book reopens the conversation between policy makers and writing teachers, empirically describing the field’s institutional/historical relationship to policy and the ways teachers work on a daily basis to carry out policy. Federal and state accountability policy significantly shapes classrooms before teachers even enter them, but Branson argues the classroom is where teachers leverage disciplinary knowledge about writing to bridge, partner with, support, and sometimes resist education policies.
Branson deftly blends policy critique, archival analysis, and participant observation to offer the first scholarly treatment of the National Council of Teachers of English (NCTE) Washington Task Force as well as a rare empirical study of a dual enrollment course offered in a high school. This book’s macro-and-micro-level analysis of education policy reveals how writing teachers, researchers, and administrators can strengthen their commitments to successfully teaching their students across all levels of education, while deepening their understanding of the ways education policy helps—and hinders—those commitments.
Tyler S. Branson, an assistant professor of English at the University of Toledo, has published essays in the journals College Composition and Communication and WPA: Writing Program Administration and in the edited collection The Cambridge Handbook of Service Learning and Community Engagement.
Acknowledgments
Introduction: Writing Studies, Policy Regimes, and Public Education Policies
1. Regime Change: An Overview of NCTE’s Policy Advocacy from ESEA to A Nation at Risk
2. NCTE’s Critique of the Draft of the Common Core English Language Arts Standards
3. An Analysis of Dual Enrollment Policy from a Regime Perspective
4. Experiencing Policy on the Ground: A Case Study of Midwest High
5. Politically Kairotic Approaches to Effecting Accountability-Based Literacy Policies
Notes
Works Cited
Index
| Erscheinungsdatum | 22.04.2022 |
|---|---|
| Reihe/Serie | Writing Research, Pedagogy, and Policy |
| Verlagsort | Carbondale |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 182 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Literaturwissenschaft | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-8093-3846-7 / 0809338467 |
| ISBN-13 | 978-0-8093-3846-7 / 9780809338467 |
| Zustand | Neuware |
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