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Friday, November 18 • 5:40pm - 6:50pm
Critical and Historical Policy Analysis in Education

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Participants:

Organizing With and Against Policy: Crafting Coherence Across Institutional Logics. Rodney S. Whiteman, Indiana University

This paper is an ethnographic empirical investigation into ways teachers of a small, newly formed private school navigate a policy context in which school accountability and choice policies may be seen as conflicting. Using the institutional logics perspective, I explore ways various logics are used to craft coherence of a complex policy context.

Performing Equity: An Analysis of the Equitable Access to Excellent Educators Initiative. Andrene Castro, University of Texas at Austin

In 2014, the U.S. Department of Education enacted Equitable Access to Excellent Educators, a policy initiative that ensures all children have equitable access to high- quality, excellent teaching. This study attempts to problematize notions of teacher equity by examining localized responses to state equity plans. As such, this research aims to unpack the cultural politics of how equity is defined and performed across the federal, state, and local landscape.

Revisiting and Extending the Work of Cowen and Fowles: A Historical Analysis of Kentucky Teacher Contracts. W. Kyle Ingle, Richard Aaron Wisman (University of Louisville)

Informed by Cowen and Fowles (2013), the authors use New Institutionalism in their historical analysis of teacher contracts over time from the nine Kentucky school districts that negotiate teacher contracts. Have these provisions changed (or not) over time in the face of state and federal education reform efforts? The study provides further evidence that federal and state policies have limited effect on negotiated provisions at the district level.




Friday November 18, 2016 5:40pm - 6:50pm
Detroit Marriott at the Renaissance Center: Floor 5 - Brule A

Attendees (13)