The Common Core debate on Twitter and the rise of the activist public

Supovitz, Jonathan A.; Daly, Alan J.; Fresno, Miguel del

doi:10.1007/s10833-018-9327-2

Cited by 31 publications

(28 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Increasingly technology plays its role in the process of meaning making and negotiation about new curricula. Either planned, with the intention to share, be transparent and offer ample opportunities for active involvement (Nieveen, Fisser, Muller & Voogt, 2014) or unplanned in which proponents and opponents of change actively discuss and influence the decision making process through applications such as Twitter (Supovitz, Daly & Del Fresno, 2015).…”

Section: Implementation Issues and Change Forcesmentioning

confidence: 99%

The Twenty-First Century Curriculum: Issues and Challenges

Erstad

Voogt

2018

Springer International Handbooks of Education

View full text Add to dashboard Cite

The curriculum in times of change Curriculum usually refers to the content, objectives and organization of learning (Walker, 2003). Within curriculum the classsical question-what should be learnt and taught in schools and why-is the quest for the right balance between knowledge domains that are considered important, preparation for society and the personal development of students (Tyler, 1949) in today's societies. Curriculum therefore expresses simultaneously a legacy from the past and aspirations and anxieties about the future." (Williamson, 2013, p. 2). As such, it is an important instrument for change and development. The curriculum expresses the educational policies, strategies, priorities and ideas that influence an education system. At its narrowest it specifies goals to be learned. More broadly it describes the values, content and aims used to justify the program of an educational system or an institution and all of the educational processes and learning that go on within it. (Williamson, 2013, p. 15-16). Curricula are defined at various levels, the state (macro) and school/ classroom (meso/micro) level being the most well known. Because of this, curriculum is not only a concern of governments, but also of schools and teachers. However, increasingly, due to globalization of society curriculum questions are also a concern of supranational levels, such as the Organisation of Economic Cooperation and Development (OECD) and the European Union (EU). And because of the attention for individualization in the post-modern society curriculum as personal learning trajectories are called for as well (van den Akker, 2003). The knowledge society and developments in information and communication technologies in particular, are considered an argument for redefining the role and function of the curriculum as well as a means to facilitate the enactment of the curriculum in practice (cf. Voogt et al., 2 2013). Surprisingly however, not much has been written about the curriculum in the digital age (Williamson, 2013). Rather, the main focus for the last decades, across different countries and cultures, has been on 'core curriculum content standards' (Binkley et al., 2012) and ways that curricula as political documents define educational models and practices (Alexander, 2001). The important question for this chapter is "What might be (the future of) the curriculum in the digital age?" (cf. Williamson, 2013, p. 2). In this chapter we will explore this question by reviewing some of the key conceptual frameworks defining future competences that contemporary curricula may need to address, and discuss some of the main issues and challenges of curriculum and curriculum implementation within broader perspectives of schooling and learning in the 21 st century. Rationales guiding curriculum change in the 21st century During the last two decades knowledge and creativity have reached higher economic and cultural value than manufacturing and economic restructuring. On a global scale there are changes in labor markets and the competences n...

show abstract

Section: Implementation Issues and Change Forcesmentioning

confidence: 99%

The Twenty-First Century Curriculum: Issues and Challenges

Erstad

Voogt

2018

Springer International Handbooks of Education

View full text Add to dashboard Cite

show abstract

“…Studies that have used educational data mining techniques to predict network outcomes provide an understanding of the strength of ties and density of policy networks (Regan & Khwaja, 2019). Other studies draw on large scale social media data to describe and predict discourse about education policy, including opt-outs (Paquin Morel, 2019), the CCSS (Supovitz et al, 2017;Wang & Fikis, 2017), and the Every Student Succeeds Act (ESSA; Curran & Kellogg, 2017). Because of the potential for SNA as a tool for understanding and predicting policy networks, this special issue provided an outlet for scholars engaged in the next generation of studies using SNA in innovative ways to describe and predict a variety of policies across problem definition, formation, and implementation.…”

Section: Policy Network and Social Network Analysis In Educational Rmentioning

confidence: 99%

Power, brokers, and agendas: New directions for the use of social network analysis in education policy

Hodge

Childs

2020

EPAA

View full text Add to dashboard Cite

In this special issue, Researching 21st Century Education Policy Through Social Network Analysis, authors use social network analysis (SNA) to explore policy networks, broaden the current literature of sociological approaches to SNA, and/or incorporate new lenses for interpreting policy networks from political science or other academic disciplines. This editorial introduction first provides an overview of policy networks and their relevance in education. Then, the editors describe existing work applying the tools of SNA to education policy and highlight understudied areas before describing the articles included in this issue. These articles apply SNA to a variety of education policy issues, including large scale policies such as the Every Student Succeeds Act and the Common Core State Standards, charter schools, and the relationship between system and non-system actors. Articles highlight multiple applications of SNA, including how SNA can be used to advance theory, as well as describe and predict policy networks.

show abstract

“…Rather than focusing on who authored the statements, the researcher should concentrate on the statements themselves (Kendall & Wickham, 2011). For example, a recent study by Supovitz, Daly, del Fresno, and Kolouch (2017) found that some of the most prolific Tweeters about the CC were not even human. According to Supovitz et al (2017), these bots probably had some influence on the policy discourse of CC.…”

Section: Application Of Fdamentioning

confidence: 99%

Shaping Discourse Through Social Media: Using Foucauldian Discourse Analysis to Explore the Narratives That Influence Educational Policy

Sam

2019

American Behavioral Scientist

View full text Add to dashboard Cite

This article offers Foucauldian discourse analysis (FDA) as an innovative qualitative methodology to apply to the intersection of social media and public policy research. The article has two sections. The first section briefly defines FDA and discourse and situates the methodology in the educational policy research literature. The second section applies FDA to a narrative about the Common Core State Standards as it occurred on Twitter, with an explanation of key terms throughout the process.

show abstract

The Common Core debate on Twitter and the rise of the activist public

Cited by 31 publications

References 42 publications

The Twenty-First Century Curriculum: Issues and Challenges

The Twenty-First Century Curriculum: Issues and Challenges

Power, brokers, and agendas: New directions for the use of social network analysis in education policy

Shaping Discourse Through Social Media: Using Foucauldian Discourse Analysis to Explore the Narratives That Influence Educational Policy

Contact Info

Product

Resources

About