The Rhetorical Presidency and “Accountability” in Education Reform: Comparing the Presidential Rhetoric of Ronald Reagan and George W. Bush

2012 ◽  
Vol 77 (4) ◽  
pp. 329-348 ◽  
Author(s):  
Rebecca A. Kuehl
2020 ◽  
Vol 49 (7) ◽  
pp. 503-511
Author(s):  
Ethan Hutt ◽  
Morgan S. Polikoff

Public accountability through information disclosure is a pillar of modern education reform efforts. Despite the ubiquity of this approach, we argue that public accountability in education is undertheorized and often predictably unlikely to achieve its intended policy goals. Drawing on examples from an equity-oriented court case in California and the literatures on democratic engagement and parent use of school performance data, we propose a framework for thinking about the design of public accountability systems in education. The framework could provide guidance for policymakers considering new efforts at improving schools through the production and dissemination of educational data.


2006 ◽  
Vol 18 (1) ◽  
pp. 1-24
Author(s):  
Michael E. Meagher ◽  

Most Americans in the 1920s and 1930s were unaware of the crimes committed in the Soviet Union. Even today, the full extent of the carnage is unknown. This essay explores the ways in which Presidents Kennedy and Reagan dealt with the contrast between the open societies of the West and the severely damage civil societies of the Soviet bloc through the rhetorical presidency. Key speeches throughout the two administrations stressed the use of presidential rhetoric as a way of challenging the communist regimes of Eastern Europe and the USSR. For both Presidents, the key rhetorical moment came in West Berlin, in 1963 and 1987, respectively. Using comparable language Kennedy and Reagan spoke of the hope offered by West Berlin to those suffering under communist rule. The highlight came when Reagan challenged the Soviet leaders to tear down the Wall separating the city. Ironically, the victory over Soviet bloc communism has not led to the elimination of communist regimes, notably China. That chapter in the struggle against communism remains yet to be written.


1991 ◽  
Vol 13 (1) ◽  
pp. 31-48 ◽  
Author(s):  
Priscilla Wohlstetter

A major challenge facing state policy makers who are demanding a high level of accountability in education is to design an accountability mechanism to track the progress of education reform. This article examines the structure and uses of eight exemplary approaches to accountability to find out what makes each mechanism work. Emerging from the analysis is a common set of design characteristics for state accountability mechanisms that form the beginnings of a new theory about state governance in education.


1995 ◽  
Vol 12 (1) ◽  
pp. 36-55 ◽  
Author(s):  
Stephan R. Walk

A constitutive view of metaphor is used to examine speeches of Lyndon Johnson and Ronald Reagan. This analysis shows Johnson’s establishment of the metaphor of the footrace to describe life in the United States and Reagan’s attempt to contest this metaphor. Johnson’s rhetoric appealed to the notion of the “starting line” and the need for government to establish equal competitive conditions. Reagan appealed to the “runners” and argued that individual competitors need to rely on athletic “character” rather than government to succeed. It is argued that attention to the sport metaphor in public discourse as well as to the theoretical points raised in its analysis is needed in the sociology of sport.


Sign in / Sign up

Export Citation Format

Share Document