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ERIC Number: EJ843993
Record Type: Journal
Publication Date: 2009
Pages: 30
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0380-2361
District Administrator Perspectives on Student Learning in an Era of Standards and Accountability: A Collective Frame Analysis
Anderson, Stephen E.; Macri, Joelle Rodway
Canadian Journal of Education, v32 n2 p192-221 2009
Our analysis explores the agenda for student learning communicated in interviews with school district officials from four Ontario districts. Using research methods drawn from collective action framing theory, we identified six core frames and one broader frame in the discourse on student learning: (a) measureable academic achievement, (b) personalized preparation for post-secondary destinations, (c) a well-rounded education, (d) personal development, (e) faith/values-based education, (f) social identity development, and (g) developing the whole child (the broader frame). The analysis highlights the administrators' advocacy for a more encompassing educational agenda than that mandated by government curriculum and accountability policies, and the utility of framing theory for education policy analysis. (Contains 1 table and 1 footnote.)
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada