Search results for: Accountability
Page 5/8 76 items
Challenges in Teaching for Critical Multicultural Citizenship: Student Teaching in an Accountability-Driven Context
The purpose of this paper is to examine how three preservice teachers who supported the tenets of critical multicultural citizenship negotiated the constraints they encountered when trying to teach for this kind of citizenship in an urban school classroom. Participants in this study negotiated constraints, mostly contextual, by de-emphasizing teaching to the test, finding ways to sneak in critical and multicultural social studies knowledge and contemporary issues into the curriculum, and incorporating multiple perspectives as a way to increase critical inquiry while teaching the facts necessary for standardized tests.
Updated: Jun. 20, 2012
Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry
In this article, the authors describe the strategic response of one teacher education program to the challenges of implementing a set of new high-stakes state teaching performance assessment policies. These state policy mandates were perceived by faculty and staff to intrude strongly on the integrity of local program values and practices. In a strategic effort to negotiate the tension between these perceptions and the institutional necessity of implementing the new policies, the authors developed an approach to policy implementation aimed at shifting the discourse of implementation from a focus on compliance to a focus on inquiry.
Updated: Feb. 29, 2012
This article presents findings from an instrumental case study. The purpose of the instrumental case study was to examine the impact of high-stakes standards-based accountability reform on preservice teachers and what this means for teacher education. The data reveal that these candidates learned in their teacher education program that they had to incorporate Texas’s mandated curriculum into their teaching. However, their field experiences taught them that knowing how to teach the mandated curriculum and putting that knowledge into practice is a difficult task to undertake.
Updated: Feb. 29, 2012
This article presents a particular framework of teachers’ conceptions about assessment in school. Fifty teachers of primary and secondary school were interviewed. The results allowed building a model of conceptions of assessment. This model comprises four dimensions about the effects of assessment on: teaching, learning, accountability of teachers and schools to different audiences and stakeholders, and the certification of achievement.
Updated: Dec. 15, 2011
In this article, the authors examine how assessments in schools that participated in a class size reduction program intersected with forces of accountability. The goal of this article is to broaden the understanding of what it means for schools and teachers to be held accountable for student learning and to discuss how different accountability frameworks affect instructional practices in classrooms. The research took place in nine elementary schools across South and Central Wisconsin. The authors identify three aspects of assessment practices that affect this intersection: alignment, audience, and action.
Updated: Oct. 27, 2011
Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice
This study draws on social learning and activity theories to examine the specific factors that support equity-minded teachers to navigate accountability-driven language arts reforms. Furthermore, the study examines the specific barriers that might hinder teachers from serving marginalized students—particularly English Learners—in an era of accountability, and how particular contextual factors mediate teachers’ responses to accountability pressures. Findings underscore the importance of balanced leadership in an era of high- stakes accountability, particularly as it relates to teacher professionalism, learning, and agency.
Updated: Oct. 10, 2011
This article analyses efforts at one institution to respond to demands for higher education accountability through the development and implementation of an institution-specific, programme-level model of assessment and accountability. In conclusion, the authors suggest that the programme-specific accountability model with the four components they have elaborated on in this article is potentially applicable to any higher education institution or programme seeking to respond to internal and external accountability demands.
Updated: May. 26, 2011
Competition, Economic Rationalization, Increased Surveillance, and Attacks on Diversity: Neo-Liberalism and the Transformation of Teacher Education in the U.S.
The current article discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The article focuses on how changes experienced throughout the world have played out in the U.S. The article concludes with a look at the future for teacher education in the U.S.
Updated: Apr. 14, 2011
The present study examines two of instruments reporting learning/cognitive style with school pupils in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about the usefulness of these instruments in these contexts are explored.
Updated: Apr. 14, 2011
Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability
In this comparative analysis, the author calls for rethinking how we conceptualize student role and responsibility. This call frames the author's comparison of two programs, which she designed: One program involves secondary students in the preparation of high school teachers and the other program involves college students in the professional development of college faculty. The author then draws on the perspectives of student participants across these two programs to address a series of educational ideals that span K–12 and college contexts: inspiring lasting learning, celebrating humanity and diversity, and engaging in meaningful assessment.
Updated: Mar. 17, 2011