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ERIC Number: EJ1247485
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-0939
EISSN: N/A
Accounting for Mediatization in the Era of Individualized Consequential Accountability
Head, James Christopher; Pryiomka, Karyna
Journal of Education Policy, v35 n3 p421-440 2020
In this paper, we report on our investigation of news coverage of accountability reform in The New York Times and The Wall Street Journal during the implementation and assessment of New York's Race to the Top-inspired teacher evaluation system. In systemically analyzing how these prominent media outlets narrated this contentious moment in educational history, this study seeks to identify major narrative features pertinent to the ideological and representational dimensions of teachers in the era of consequential accountability. Specifically, we examine character prevalence, the characterization of prevalent characters, and the valuations ascribed to prevalent characters. This analysis, thus, aims to account for the mediatization of accountability reform. Our findings suggest that both periodicals constructed a one-dimensional conflict between education reformers and resisters of the newly implemented accountability policies while narrating those most affected by the policies as passive bystanders to the ideological conflict being waged by those with more power and influence. This reductionist narrative gives voice to reformers' audit-based notion of accountability while omitting the relational responsibility of educators -- the form of accountability long associated with teachers' work. In accounting for ideological and representational features of journalists' narrative construction, we illuminate how prominent media outlets mediatize accountability policy.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: Race to the Top
Grant or Contract Numbers: N/A