Search results for: Accountability
Page 6/8 76 items
This self-study addresses the author's experiences as a new teacher educator learning to teach in an introductory foundations course. The author wanted to encourage her students to recognize and grapple with the complexities and dilemmas of educational ideas. The author used Freirian orientation to transformational learning. By using this framework, two key themes emerged: developing voice, and the tension between accountability and authenticity. In conclusion, the author outlines the lessons she learned.
Updated: Feb. 06, 2011
Data Literacy: Understanding Teachers' Data Use in a Context of Accountability and Response to Intervention
The purpose of this study is to understand the qualitatively different ways that current practicing teachers are using data to inform instruction. Nine elementary schools teachers participated in this study. Findings from teacher interviews are presented through the image of a ladder representing the stages that teachers experience as they engage in data usage to inform their instructional decision making. These findings have implications for teacher educators and school-based practitioners alike in better supporting the professional development of preservice and in-service teachers for this data-driven context of schools.
Updated: Sep. 02, 2010
“There's Going To Be Community. There's Going To Be Knowledge”: Designs For Learning In A Standardised Age
This paper uses the case of a secondary English department in Ontario, Canada, to examine the constraints that academic departments face in transforming themselves from communities of practice into learning communities. The article proposes theoretical considerations and concrete strategies to assist academic departments in overcoming constraints to learning within an era of increasing standardisation and accountability.
Updated: Aug. 17, 2010
Change, Changing, and Being Changed: A Study of Self in the Throes of Multiple Accountability Demands
Using the narrative inquiry research method, this self-study of the author’s teacher education practices examines the influence of four simultaneous accountability reviews on her personal experiences and identity within academia. Drawing on evidence excerpted from journal entries, work samples, historical documents and meeting notes, the author reconstructs a series of changes concerning human subjects reviews, course syllabi requirements, student assignments, grading procedures and personal productivity. The self inquiry reveals individual and institutional compromises that were made to achieve acceptable measures of success as determined by external agencies.
Updated: Jun. 20, 2010
The work of teacher candidates matters in particular ways to the quality of children's experiences and environments when they teach in preschools. Dialogues allowed mentors and candidates to reinterpret their images of children and in some cases renew instructional approaches and act against standardized forms of accountability, which limited curriculum and pedagogic choice.
Updated: Dec. 23, 2009
Using the case of a secondary English department, this paper demonstrates how historical barriers to effectively educating diverse students have been reinforced by the current educational climate of curriculum standardization and high stakes accountability. The paper claims that educational strategies for responding to diversity should be internally developed by schools and teachers.
Updated: Nov. 17, 2009
The schools' inspection regime in England has shifted in recent decades from a focus on external assessment of practice to a scrutiny of external data and schools' self-evaluation.It was culminated in a normative system based on self-surveillance by school senior managers. This model of inspection is now being extended to providers of initial teacher education. A qualitative analysis of this template demonstrates its attempt to normalize and manage the development of initial teacher education programs.
Updated: Nov. 09, 2009
This study addresses recent changes in professional development policy, practice, and theory, in which professional development has increasingly become continual, collaborative, and school based. The authors conducted this study to understand more fully the delivery of school-based professional development within a high-stakes accountability context.The authors argue that school leadership, culture, and resources, as well as the structure and content of professional development, filter policy initiatives before they ultimately shape teacher learning experiences.
Updated: Oct. 14, 2009
In this article, the authors argue that given President Obama's support of charter schools, it is time for educators and policymakers to closely consider both the possibilities and the limitations of these schools in the context of urban school reform. The authors discuss the unique flexibility of charter schools. However, they also note the major challenges these schools face. The authors suggest that these strengths and challenges must be considered together. They also recommend that the administration must focus on the elements of effective schooling for all children.
Updated: Sep. 08, 2009
44 final-year teacher trainees participated in a study which compared the effectiveness of a two-hour workshop on cooperative learning with and without the two key elements: individual accountability and positive interdependence. Results indicate that academic learning was greater in the experimental group, in which individual accountability and positive interdependence were structured into the activity.
Updated: Jun. 02, 2009