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Title:Enacting teacher evaluation reform: Reconsidering resistance during processes of policy realization
Author(s):Masters, Angela L.
Director of Research:Johnston-Parsons, Marilyn
Doctoral Committee Chair(s):Moller, Karla
Doctoral Committee Member(s):Lubienski, Chris; McCarthy, Sarah
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):teachers
policies
reform
policy enactment
Abstract:This qualitative case study explored the impact of Race to the Top’s teacher evaluation policies in two case schools. Using Ball, Maguire, and Braun’s (2012) enactment framework as my theoretical starting point, I sought to better understand how teachers interacted with policy texts during processes of reform. Herein, the data from this study are presented two ways. First, I use them to make generalizations about similarities in policy outcomes across both cases. I then apply the lens of enactment to explore more deeply my participants’ interpretive activities. To complement this framework, I propose the concepts of productive and principled resistance. What this second analysis reveals is that the teachers responded to these policies in complex ways that sometimes carried unique meanings even when their outcomes looked alike on the surface. With this more complex conceptualization laid out, this text ends by presenting these educators’ understandings of the historical and political contexts for these policies to implore readers to consider their discursive effects.
Issue Date:2018-05-17
Type:Thesis
URI:http://hdl.handle.net/2142/101745
Rights Information:Copyright 2018 Angela Masters
Date Available in IDEALS:2018-09-27
Date Deposited:2018-08


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