A School Divided: One Elementary School's Response to Education Policy
| Autor: | Melody Zoch |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
060201 languages & linguistics
Bilingual education 05 social sciences Primary education 050301 education 06 humanities and the arts Education Power (social and political) Educational finance Anthropology 0602 languages and literature Pedagogy Education policy Sociology Educational administration Social science 0503 education |
| Zdroj: | Anthropology & Education Quarterly. 48:23-41 |
| ISSN: | 0161-7761 |
| DOI: | 10.1111/aeq.12181 |
| Popis: | This article examines how one elementary school was divided into two schools—a primary and an intermediate school—because of how policies were interpreted and enacted with regard to high-stakes testing. The grades in which students took high-stakes tests were privileged in terms of receiving monetary resources and support from staff. An emphasis on testing also influenced how bilingual education was addressed. These organizational decisions highlight how policy operated as a practice of power, where inequitable education outcomes were reproduced. [education policy, high-stakes testing, school organization, elementary school] |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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