Citation

Parents, principals and teachers:Negotiating messages about academic achievement in two elementary schools in Florida

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Abstract:

This multilevel case study compares normative pressure from parents with regulative pressure imposed by standards and assessment policies on the work of school administrators and teachers in two elementary schools in Florida, one serving and high and another serving a low socioeconomic student population. Findings suggest that administrators and teachers work in similar regulatory environments, but different normative ones. By recasting standards and assessments in this light, this study reveals crucial differences in the ways that administrators and teachers negotiate the cultural and economic environment of schools that raise important questions about the fairness of the policy effort.

Most Common Document Word Stems:

school (63), parent (30), student (25), teacher (23), environ (20), polici (18), studi (17), institut (16), differ (15), administr (15), normat (13), pressur (13), base (12), work (12), regulatori (11), achiev (11), account (11), academ (11), test (10), high (9), expect (9),
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378585_index.html
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MLA Citation:

Rutledge, Stacey. "Parents, principals and teachers:Negotiating messages about academic achievement in two elementary schools in Florida" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378585_index.html>

APA Citation:

Rutledge, S. A. , 2009-11-19 "Parents, principals and teachers:Negotiating messages about academic achievement in two elementary schools in Florida" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378585_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This multilevel case study compares normative pressure from parents with regulative pressure imposed by standards and assessment policies on the work of school administrators and teachers in two elementary schools in Florida, one serving and high and another serving a low socioeconomic student population. Findings suggest that administrators and teachers work in similar regulatory environments, but different normative ones. By recasting standards and assessments in this light, this study reveals crucial differences in the ways that administrators and teachers negotiate the cultural and economic environment of schools that raise important questions about the fairness of the policy effort.


Similar Titles:
A Qualitative Study on Having a Parent as Teacher and its Effects on Student Academic Achievement and Relationships in a Non-Collegiate, Public School Setting

Integrating Resiliency Models into School Partnerships: Empowering Teachers and Parents collaborations to increase student achievement at the high school level

Classroom Management, School Staff Relations, School Climate, and Academic Achievement: Testing a Model with Urban High School Teachers


 
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