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ERIC Number: EJ1135861
Record Type: Journal
Publication Date: 2017-May
Pages: 40
Abstractor: As Provided
ISSN: ISSN-0895-9048
High Stakes Policy and Mandated Curriculum: A Rhetorical Argumentation Analysis to Explore the Social Processes That Shape School Leaders' and Teachers' Strategic Responses
Dulude, Eliane; Spillane, James P.; Dumay, Xavier
Educational Policy, v31 n3 p364-403 May 2017
Several social processes guide and shape how school actors engage with high stakes state and district policies relative to mandated curriculum and instruction. In this article, we use rhetorical argumentation analysis to explore how stakeholders mobilize resources through argumentation and rhetorical appeals (logical, emotional, and authoritative). However, their mobilization process creates opportunities and constraints for the interpretation and implementation of mandated curriculum. Findings show that school actors use state policy as a resource to make logical and authoritative claims in their attempts to clarify conflicts between new curriculum ideas and their implicit schemas.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: REC9873583