{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101745"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101745","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Enacting teacher evaluation reform: Reconsidering resistance during processes of policy realization","abstract":"This Dissertation was approved for publication on 2018-05-17 at 09:12.","abstract_html":"This Dissertation was approved for publication on 2018-05-17 at 09:12.","abstract_has_math":false,"creators":["Masters, Angela L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Johnston-Parsons, Marilyn","Möller, Karla","Lubienski, Chris","McCarthy, Sarah"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-27T16:45:28Z","date_published":"2018-09-27T16:45:28Z","updated_at":"2026-07-22T22:24:40Z","subjects":["teachers","policies","reform","policy enactment"],"languages":["en"],"rights":["Copyright 2018 Angela Masters"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101745","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnston-Parsons, Marilyn","Möller, Karla","Lubienski, Chris","McCarthy, Sarah"]},{"key":"dc:creator","label":"Author","values":["Masters, Angela L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-27T16:45:28Z","2020-09-28T09:15:16Z","2018-05-17","2018-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teachers","policies","reform","policy enactment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Angela Masters"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101745"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This Dissertation was approved for publication on 2018-05-17 at 09:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12573 on 2018-09-27 at 11:32:55","Made available in DSpace on 2018-09-27T16:45:28Z (GMT). No. of bitstreams: 2 MASTERS-DISSERTATION-2018.pdf: 1221513 bytes, checksum: 60241398f10b9fe35bd268de3d1023f1 (MD5) LICENSE.txt: 4211 bytes, checksum: aab5d4031b71f928b1f2acdd9e47d4bd (MD5) Previous issue date: 2018-05-17","Embargo set by: Seth Robbins for item 107845 Lift date: 2020-09-27T16:45:39Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 107845 Lift date: 2020-09-27T16:47:41Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 107845 on 2020-09-28T09:15:16Z.","This qualitative case study explored the impact of Race to the Top’s teacher evaluation policies in two case schools. Using Ball, Maguire, and Braun’s (2012) enactment framework as my theoretical starting point, I sought to better understand how teachers interacted with policy texts during processes of reform. Herein, the data from this study are presented two ways. First, I use them to make generalizations about similarities in policy outcomes across both cases. I then apply the lens of enactment to explore more deeply my participants’ interpretive activities. To complement this framework, I propose the concepts of productive and principled resistance. What this second analysis reveals is that the teachers responded to these policies in complex ways that sometimes carried unique meanings even when their outcomes looked alike on the surface. With this more complex conceptualization laid out, this text ends by presenting these educators’ understandings of the historical and political contexts for these policies to implore readers to consider their discursive effects.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2020-08-01","The student, Angela Masters, accepted the attached license on 2018-05-15 at 12:50.","The student, Angela Masters, submitted this Dissertation for approval on 2018-05-15 at 13:02."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Enacting teacher evaluation reform: Reconsidering resistance during processes of policy realization"]}]}],"canonical_facts":{"dc:contributor":["Johnston-Parsons, Marilyn","Möller, Karla","Lubienski, Chris","McCarthy, Sarah"],"dc:creator":["Masters, Angela L."],"dc:date":["2018-09-27T16:45:28Z","2020-09-28T09:15:16Z","2018-05-17","2018-08"],"dc:description":["This Dissertation was approved for publication on 2018-05-17 at 09:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12573 on 2018-09-27 at 11:32:55","Made available in DSpace on 2018-09-27T16:45:28Z (GMT). No. of bitstreams: 2 MASTERS-DISSERTATION-2018.pdf: 1221513 bytes, checksum: 60241398f10b9fe35bd268de3d1023f1 (MD5) LICENSE.txt: 4211 bytes, checksum: aab5d4031b71f928b1f2acdd9e47d4bd (MD5) Previous issue date: 2018-05-17","Embargo set by: Seth Robbins for item 107845 Lift date: 2020-09-27T16:45:39Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 107845 Lift date: 2020-09-27T16:47:41Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 107845 on 2020-09-28T09:15:16Z.","This qualitative case study explored the impact of Race to the Top’s teacher evaluation policies in two case schools. Using Ball, Maguire, and Braun’s (2012) enactment framework as my theoretical starting point, I sought to better understand how teachers interacted with policy texts during processes of reform. Herein, the data from this study are presented two ways. First, I use them to make generalizations about similarities in policy outcomes across both cases. I then apply the lens of enactment to explore more deeply my participants’ interpretive activities. To complement this framework, I propose the concepts of productive and principled resistance. What this second analysis reveals is that the teachers responded to these policies in complex ways that sometimes carried unique meanings even when their outcomes looked alike on the surface. With this more complex conceptualization laid out, this text ends by presenting these educators’ understandings of the historical and political contexts for these policies to implore readers to consider their discursive effects.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2020-08-01","The student, Angela Masters, accepted the attached license on 2018-05-15 at 12:50.","The student, Angela Masters, submitted this Dissertation for approval on 2018-05-15 at 13:02."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/101745"],"dc:language":["en"],"dc:rights":["Copyright 2018 Angela Masters"],"dc:subject":["teachers","policies","reform","policy enactment"],"dc:title":["Enacting teacher evaluation reform: Reconsidering resistance during processes of policy realization"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:40Z"}