Literaturnachweis - Detailanzeige
Autor/in | Mausethagen, Solvi |
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Titel | A Research Review of the Impact of Accountability Policies on Teachers' Workplace Relations |
Quelle | In: Educational Research Review, 9 (2013), S.16-33 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1747-938X |
DOI | 10.1016/j.edurev.2012.12.001 |
Schlagwörter | Accountability; Caring; Educational Change; Collegiality; Work Environment; Educational Policy; Educational Testing; Teacher Student Relationship; Interprofessional Relationship; Policy Analysis; Educational Practices; Teaching Methods; Elementary Secondary Education; Educational Research; Literature Reviews; Research Reports Verantwortung; Care; Pflege; Sorge; Betreuung; Bildungsreform; Kollegialität; Arbeitsmilieu; Politics of education; Bildungspolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Politikfeldanalyse; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht |
Abstract | This article reviews research on changes in teachers' workplace relations in a policy context that increasingly emphasizes accountability. The findings indicate that a greater focus on testing and student performance often leads to less attention to the caring and relational aspects of teachers' work. Prevailing and enduring ideas about teachers' work prompt many teachers to resist such developments. Given the findings on the advancement in student learning related to the quality of teachers' social relations, it seems paradoxical that accountability policies often weaken such relationships. In addition, research suggests that accountability policies influence teacher-student relationships, especially involving younger teachers, to assume other forms. Collegial relationships are also affected in various ways. Positive collegial relationships enhance teachers' motivation and efficacy, even in a constraining context. The organizational context of teachers' work is an important contextual factor in terms of how relationships are altered within schools experiencing increased external control. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |