A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice

Autor/in	Gishey, Rhiannon L.
Titel	A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice
Quelle	(2013), (241 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-2377-6
Schlagwörter	Hochschulschrift; Dissertation; Urban Teaching; Urban Schools; Accountability; Public Schools; Common Core State Standards; Academic Standards; Teacher Attitudes; Teacher Role; Educational Change; Student Diversity; Qualitative Research; Focus Groups; Observation; Elementary School Teachers; Educational Practices; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban education; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Verantwortung; Public school; Öffentliche Schule; Common core curriculum; Curriculum; Kerncurriculum; Lehrerverhalten; Lehrerrolle; Bildungsreform; Qualitative Forschung; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will improve through the administration of high-stakes tests. Public schools are mandated to adhere to three accountability systems: national, state, and local. Additional elements include the recent implementation of the Common Core standards and newly devised state accountability systems that are granted through waivers as an alternative to the accountability mandates in the No Child Left Behind Act NCLB of 2001. Teachers' voices have been noticeably absent from the accountability debates, but as studies show, as primary recipients of accountability sanctions, many teachers withdraw, "burn out," or leave the profession altogether. The present study is based on the premise that teachers are vital to student achievement, and that their perspectives and understandings are therefore a resource for educational reform especially in light of the accountability mandates under NCLB. With that premise as a starting point, this dissertation examines practicing urban teachers' experiences of accountability in culturally and linguistically diverse schools. To fulfill these goals, this qualitative study used individual and focus group interviews and observations with veteran elementary school teachers in an urban Southwestern public school district, to ascertain practices they perceive to be effective. The study's significance lies in informing stakeholders, researchers, and policymakers of practicing teachers' input on accountability mandates in diverse urban schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01