Search results for: Accountability
Page 3/8 76 items
This article analyzes 25 years of data on the academic ability of teachers in New York State. It documents that since 1999 the academic ability of both individuals certified and those entering teaching has steadily increased. These gains are widespread and have resulted in a substantial narrowing of the differences in teacher academic ability between high- and low-poverty schools and between White and minority teachers.
Updated: Mar. 15, 2015
“Teaching to the Test” in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance
This article explores one variant of the concept “teaching to the test'. It analyzes test item–level data from three states’ mathematics and reading tests. The article finds that students performed better on items testing frequently assessed standards—those that composed a larger fraction of the state test in prior years. These findings suggest that teachers targeted their instruction towards these predictably tested skills.
Updated: Feb. 11, 2015
Professional Accreditation of Initial Teacher Education Programmes: Teacher Educators’ Strategies Between ‘Accountability’ and Professional Responsibility’?
This article examines the accounts of teacher educators on their experiences with a professional accreditation process through the multi-focal lens of professional responsibility, accountability, survival and coping strategies. The findings reveal that teacher educators operate on the premise that they live out their professional responsibility in ways consistent with the complexity and ambiguity inherent in democratic, deliberative decision-making. They argue that teacher educators must be more articulate about the purposes a process of increased explicitness and the logic of accountability actually serve, and what the less tangible moral dimensions of responsibility contribute to the discourses of reform.
Updated: Jan. 05, 2015
Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar
This article examines how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author explores how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an ex post facto relationship with teaching social studies.
Updated: Sep. 22, 2014
Teaching to and Beyond the Test: The Influence of Mandated Accountability Testing in One Social Studies Teacher’s Classroom
The author presents an extended and fine-grained analysis of the influence of state-mandated accountability testing on one social studies teacher’s classroom practice and thinking about curriculum. Two main findings are presented in this article. First, this study sheds light on the problems and frustrations that one teacher faces when confronted with a testing apparatus that limits her instructional time with students. Second, the data add support to the viewpoint that while state-mandated accountability testing does influence classroom teaching, teachers’ beliefs about subject matter and their goals for students play an equal role in shaping their classroom practice.
Updated: Sep. 16, 2014
The authors review prior research on special education candidate assessment from 2000 to the present. They examine three primary domains: a) skills and knowledge related to academics, behavior, collaboration, and transition; b) dispositional factors, including attitudes about disability, inclusion, and diversity; and c) authentic, field-based assessments, including measures of candidates’ impact on students and their induction experiences.
Updated: Jun. 25, 2014
Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education
This study examines the political forces that have driven the development of performance funding in some states but not others. This study found that many of the actors and motives cited by the prevailing perspective operated in the six states, including state legislators, governors, and business people pursuing performance funding in the name of greater effectiveness and efficiency for higher education. However, the prevailing perspective misses the key advocacy role of state higher education coordinating boards and individual higher education institutions that pursued performance funding to secure new funds in an era of greater tax resistance and criticism of the effectiveness and efficiency of higher education.
Updated: May. 19, 2014
Who Would Stay, Who Would Be Dismissed? An Empirical Consideration of Value-Added Teacher Retention Policies
Several states have recently adopted or are pursuing policies that deny or revoke tenure from teachers who receive poor evaluation ratings over time based in part on quantitative measures of performance. Using data from the state of Florida, the authors estimate such value-added measures to consider the future effectiveness and number of teachers who would have been dismissed under different versions of these policies. The authors show that specific policy design determines the extent of the potential for value-added to improve the overall quality of the teaching workforce.
Updated: Jan. 19, 2014
This article presents key findings from the Teaching and Learning International Survey (TALIS) conducted in 2007-2008. The aim was to provide comparative insights into the conditions of teaching and learning at their school, the leadership in their schools, their preparation and professional development, and the feedback and appraisal which they do—or do not—receive. TALIS yields important insights into current teaching practices in secondary school as well as teachers’ beliefs and attitudes. TALIS highlights not only that better and more targeted professional development is an important lever toward improvement but also that systems need to do better in matching the costs and benefit as well as supply and demand for professional development.
Updated: Jan. 06, 2014
This article reviews the efforts of the teacher education program at the University of Colorado Denver to examine the extent to which culturally responsive practices were evident in their program and to provide professional development supports to faculty as they undertook course revision work. External evaluation of the program highlighted: a near absence of community-based learning experiences for teacher candidates, a glaring concern regarding their limited conceptualization of social justice and diversity, and a need for enhanced efforts at recruitment of diverse teacher candidates. The authors describe how professional development was designed and implemented and ensuing programmatic changes. The authors conclude with recommendations for such programmatic changes.
Updated: Dec. 18, 2013