Teaching Under Policy Cascades: Common Core and Literacy Instruction

Educational policies and initiatives significantly influence instruction in classrooms across the nation. This article presents data from a larger critical ethnographic study in an urban school in the United States during the school's first year implementing the Common Core State Standards. In...

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Bibliographic Details
Published inJournal of language & literacy education Vol. 10; no. 1; pp. 166 - 187
Main Author Papola-Ellis, Aimee
Format Journal Article
LanguageEnglish
Published Department of Language and Literacy Education at the University of Georgia 01.04.2014
Subjects
Academic Standards
Criteria
Difficulty Level
Educational Legislation
Educational Policy
Elementary School Teachers
Ethnography
Federal Legislation
Interviews
No Child Left Behind Act 2001
Nonfiction
Publishing Industry
Reading Instruction
State Standards
Teaching Methods
Urban Schools
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Summary:Educational policies and initiatives significantly influence instruction in classrooms across the nation. This article presents data from a larger critical ethnographic study in an urban school in the United States during the school's first year implementing the Common Core State Standards. In this article, the author shares data from three teachers. The findings indicate a significant reliance of teachers on outside factors-in this case, the Common Core Standards and related Publishers' Criteria-for planning and instruction in literacy. The teachers' own professional knowledge base became eroded in the process of 'policy cascades,' and as a result, the teachers developed a learned dependency on outside influences for instructional decision making in the classroom. Adapted from the source document
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ISSN:1559-9035
1559-9035