How Principals "Bridge and Buffer" the New Demands of Teacher Quality and Accountability: A Mixed-Methods Analysis of Teacher Hiring

Autor/inn/en	Rutledge, Stacey A.; Harris, Douglas N.; Ingle, William K.
Titel	How Principals "Bridge and Buffer" the New Demands of Teacher Quality and Accountability: A Mixed-Methods Analysis of Teacher Hiring
Quelle	In: American Journal of Education, 116 (2010) 2, S.211-242 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/649492
Schlagwörter	Teacher Effectiveness; Personnel Selection; Teaching Skills; Accountability; Principals; Administrator Role; Educational Policy; Policy Analysis; Influences; Educational Change; Educational Environment; Personnel Policy; Central Office Administrators; Teacher Qualifications + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Personalauswahl; Personalentscheidung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Verantwortung; Principal; Schulleiter; Politics of education; Bildungspolitik; Politikfeldanalyse; Influence; Einfluss; Einflussfaktor; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Personalpolitik; Lehrqualifikation
Abstract	In this mixed-methods study, we examine the degree to which district- and building-level administrators accommodate teacher-quality and test-based accountability policies in their hiring practices. We find that administrators negotiated local hiring goals with characteristics emphasized by federal and state teacher-quality policies, such as knowledge of the subject and teaching skills. While district administrators and principals largely "bridged" to external certification requirements, some principals "buffered" their hiring decisions from the pressures of test-based accountability. Principals who bridged to test-based accountability gave greater weight to subject knowledge and teaching skills. We find that bridging and buffering differs by policy and cannot be easily applied to accountability policies. Specifically, separating the indirect effect of external accountability from other policies influencing principal hiring is difficult. Our analysis also highlights tensions among local, state, and federal policies regarding teacher quality and the potential of accountability to permeate noninstructional school decision making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10