From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers' Sensemaking in the Era of Accountability Pressures and Common Core State Standards

Autor/inn/en	Frank, Kenneth A.; Kim, Jihyun; Salloum, Serena J.; Bieda, Kristen N.; Youngs, Peter
Titel	From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers' Sensemaking in the Era of Accountability Pressures and Common Core State Standards
Quelle	In: American Educational Research Journal, 57 (2020) 6, S.2293-2338 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salloum, Serena J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220911065
Schlagwörter	Beginning Teachers; Teacher Attitudes; Accountability; Common Core State Standards; Mathematics Teachers; Mathematics Instruction; Standardized Tests; Mathematics Tests; Pedagogical Content Knowledge; Networks + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Verantwortung; Common core curriculum; Curriculum; Kerncurriculum; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Pädagogische Kompetenz
Abstract	Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. This estimated effect is net of an ECT's rich covariates, including the levels of ambitious mathematics instruction at the beginning of the academic year. It is implied that not all ECTs experience accountability pressures and curricular standards in the same way--their experiences are affected by the immediate networks in which they are embedded. Corresponding guidance for teacher educators and administrators is given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01