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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.50,Issue9,P.793-817

语言

英文

关键字

Common Core reform; administrative leadership; school reform; accountability; SCHOOL-REFORM; EDUCATION; CAPACITY; POLICY; PRINCIPALS; DISTRICT

作者单位

[Mahfouz, Julia; Barkauskas, Nikolaus J.] Penn State Univ, 300 Rackley Bldg, University Pk, PA 16802 USA. [Sausner, Erica B.] Penn State Univ, Educ Theory & Policy & Comparat & Int Educ, University Pk, PA 16802 USA. [Kornhaber, Mindy L.] Penn State Univ, Educ Theory & Policy, University Pk, PA 16802 USA. Mahfouz, J (reprint author), Penn State Univ, 300 Rackley Bldg, University Pk, PA 16802 USA. E-Mail: jxm1093@psu.edu

摘要

This qualitative study focuses on school administrators' understandings and actions as leaders of the Common Core reform. In interviews with eight school and district leaders from five diverse districts in Pennsylvania, several aspects of Common Core, or PA Core, implementation were consistent across regardless of student population demographics and urbanicity. The findings show that (a) administrators view themselves as leaders of buildings or districts but not of reform implementations; (b) while it may not require them to make drastic changes, the PA Core is considered an opportunity to address aspects of the district or school that are in need of improvement; and (c) administrators are aware of their school context and their diverse students' needs, but the PA Core is not yet adapted to address these diversity issues. These findings suggest that the Common Core pushes administrators to focus on certain areas of school improvement, such as curricula, assessments, and professional development that attends to the Common Core requirements; yet, the Common Core is similar to previous practice, even if its standards are deemed more rigorous.