ABSTRACT This study examines how a large metropolitan district presented the Common Core State Standards (CCSS) to its teachers, how secondary literacy teachers took up those messages, and the conceptions of equity that were represented at the district and teacher levels. This study draws on sensemaking theory and conceptions of equity in conjunction with qualitative case study methods. Data include interviews with 24 individuals involved in middle school literacy instruction at the school and district levels and documents related to curriculum and professional development. Findings indicate that CCSS trainings at the district level had some reference to equity, defined as treating students the same way (for example, exposing “all students” to complex texts). Teachers expressed similar, though limited, policy messages around the importance of providing equal instructional treatment. This study suggests that district leaders consider available conceptions of equity in messages around reform for meaningful improvement of educational opportunities.

中文翻译：

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大都市区共同核心政策信息中的公平概念

摘要 本研究考察了一个大都市区如何向其教师介绍共同核心州标准 (CCSS)，中学识字教师如何接受这些信息，以及在地区和教师层面代表的公平概念。本研究结合定性案例研究方法，借鉴意义建构理论和公平概念。数据包括对 24 名参与学校和地区中学扫盲教学的个人的访谈，以及与课程和专业发展相关的文件。调查结果表明，学区级别的 CCSS 培训与公平有关，定义为以相同的方式对待学生（例如，让“所有学生”接触复杂的文本）。老师们表达了类似的，虽然有限，围绕提供平等教学待遇重要性的政策信息。这项研究表明，地区领导人在围绕改革的信息中考虑可用的公平概念，以有意义地改善教育机会。