Much of the current education reform movement is centered on promoting policies aimed directly at improving teacher performance and, in turn, student learning. However, much of the advocacy has divided policymakers and educators by using ideologically charged methods that do not promote reasoned discussion or compromise. Schools of education have sometimes become targets for state-level policymakers who present teacher preparation programs as part of the problem. This paper is a case study of leadership by a school of education in advocating for policy. Viewing the circumstances through the lens of “political spectacle” theory, this study outlines how utilizing an advocacy model, backed by data and bolstered by coalition partners, convinced policymakers to make reasonable adjustments to dramatic rule changes.
Gonzalez, Gerardo M. and Carney, Charles L.
"Challenging the Spectacle: A Case Study on Education Policy Advocacy,"
International Journal of Leadership and Change: Vol. 2:
1, Article 3.
Available at: https://digitalcommons.wku.edu/ijlc/vol2/iss1/3