Politics of Education and Teachers' Support for High-Stakes Teacher Accountability Policies

Autor/inn/en	Pizmony-Levy, Oren; Woolsey, Ashley
Titel	Politics of Education and Teachers' Support for High-Stakes Teacher Accountability Policies
Quelle	In: Education Policy Analysis Archives, 25 (2017) 87, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Politics of Education; Teacher Attitudes; Teacher Evaluation; Accountability; Educational Policy; Performance Based Assessment; Educational Change; Teacher Surveys; Teacher Effectiveness; State Legislation; Educational Legislation; Standardized Tests; Resistance to Change; Multivariate Analysis; Questionnaires; Least Squares Statistics; Regression (Statistics); Statistical Analysis; Qualitative Research; New Jersey + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Politics of education; Leistungsermittlung; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Landesrecht; Bildungsrecht; Schulgesetz; Standadised tests; Standardisierter Test; Multivariate Analyse; Fragebogen; Regression; Regressionsanalyse; Statistische Analyse; Qualitative Forschung
Abstract	Although educators are at the center of contentious high-stakes teacher accountability policies, we know very little about their attitudes toward these policies. This research gap is unfortunate because teachers are considered key actors in successful implementation of educational reforms. To what extent do the politics that accompany the introduction of high-stakes teacher accountability policies affect teachers' support for the policies themselves? To address this gap, we used data from an experimental survey of teachers in New Jersey (n = 444), where a new reform--Teacher Effectiveness and Accountability for Children of New Jersey Act (TEACHNJ)--was signed into law in 2012 and implemented shortly thereafter. The cornerstone of the reform is a new evaluation system that ties student performance on standardized tests to teachers' evaluations. We found that the majority of teachers in our study oppose the new evaluation system. Teachers' attitudes were shaped by the politics of the key actors advocating for the policy, perceptions of implementation efforts, and beliefs in the potential outcome of the policy. Open-ended responses indicated that teachers question the validity of the evaluation system and are concerned about the negative intended and unintended consequences of the system. We conclude this paper by discussing the implications of these findings for policy studies and policymaking. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01