Policy regimes : college writing and public education policy in the United States
- Responsibility
- Tyler S. Branson
- Publication
- Carbondale : Southern Illinois University Press, [2022]
- Physical description
- 1 online resource (vii, 214 pages)
- Series
- Writing research, pedagogy, and policy.
Description
Creators/Contributors
- Author/Creator
- Branson, Tyler S., 1987- author.
- Contributor
- EBSCOhost.
Contents/Summary
- Bibliography
- Includes bibliographical references and index
- Contents
-
- Acknowledgments Introduction: Writing Studies, Policy Regimes, and Public Education Policies
- 1. Regime Change: An Overview of NCTE's Policy Advocacy from ESEA to A Nation at Risk
- 2. NCTE's Critique of the Draft of the Common Core English Language Arts Standards
- 3. An Analysis of Dual Enrollment Policy from a Regime Perspective
- 4. Experiencing Policy on the Ground: A Case Study of Midwest High
- 5. Politically Kairotic Approaches to Effecting Accountability-Based Literacy Policies Notes Works Cited Index.
- (source: Nielsen Book Data)
- Publisher's summary
-
Engaging education policy from kindergarten to college Author Tyler S. Branson argues that education reform initiatives in the twentieth century can be understood in terms of historical shifts in the ideas, interests, and governing arrangements that inform the teaching of writing. Today, policy regimes of "accountability" shape education reform programs such as Common Core in K-12 and Dual Enrollment in postsecondary institutions. This book reopens the conversation between policy makers and writing teachers, empirically describing the field's institutional/historical relationship to policy and the ways teachers work on a daily basis to carry out policy. Federal and state accountability policy significantly shapes classrooms before teachers even enter them, but Branson argues the classroom is where teachers leverage disciplinary knowledge about writing to bridge, partner with, support, and sometimes resist education policies. Branson deftly blends policy critique, archival analysis, and participant observation to offer the first scholarly treatment of the National Council of Teachers of English (NCTE) Washington Task Force as well as a rare empirical study of a dual enrollment course offered in a high school. This book's macro-and-micro-level analysis of education policy reveals how writing teachers, researchers, and administrators can strengthen their commitments to successfully teaching their students across all levels of education, while deepening their understanding of the ways education policy helps-and hinders-those commitments.
(source: Nielsen Book Data)
Subjects
Bibliographic information
- Publication date
- 2022
- Series
- Writing research, pedagogy, and policy
- Reproduction
- Electronic reproduction. Ipswich, MA Available via World Wide Web
- ISBN
- 9780809338474 electronic book
- 0809338475 electronic book
- 9780809338467 paperback
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