High-Stakes Accountability Systems: Creating Cultures of Fear

Autor/inn/en	Counsell, Shelly Lynn; Wright, Brian L.
Titel	High-Stakes Accountability Systems: Creating Cultures of Fear
Quelle	In: Global Education Review, 5 (2018) 2, S.189-202 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Accountability; School Districts; Grade 3; Elementary School Students; Elementary School Teachers; Phenomenology; Case Studies; Females; African Americans; Beginning Teachers; Experienced Teachers; Urban Schools; Moral Values; Ethics; Middle Class; Low Income; Poverty; Child Welfare; High Stakes Tests; Test Anxiety; Achievement Tests; Standardized Tests; State Standards; Fear; Race; Trend Analysis; Principals; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Grounded Theory; Social Justice; Educational Legislation; Disadvantaged; Interviews; Observation; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Verantwortung; School district; Schulbezirk; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Weibliches Geschlecht; Afroamerikaner; Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Moral value; Ethischer Wert; Ethik; Mittelschicht; Niedriglohn; Armut; Kindeswohl; Examination phobia; Testangst; Prüfungsangst; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Furcht; Rasse; Abstammung; Trendanalyse; Principal; Schulleiter; Elternverhalten; Lehrerverhalten; Soziale Gerechtigkeit; Bildungsrecht; Schulgesetz; Interviewing; Interviewtechnik; Beobachtung
Abstract	A phenomenological case study by Counsell (2007) explored and investigated the phenomenon of what happened as Florida's A+ Plan intersected with the life histories of one beginning African American female third grade teacher and one veteran White female third grade teacher at demographically different school communities in one Florida school district. Habermas' theory of communicative action served as an instructive framework used to examine and contemplate two key emerging trends based on lived experiences of the various social (communicative) actors. In addition to the beginning and veteran third grade teachers, other participating social actors included third graders, their parents, other third grade teachers and school principals at the beginning and veteran teachers' schools as well as urban school teachers and personnel at urban schools in the same school district. Across the different social actors at each respective middle-income, low-income, and high-poverty school community, the emerging trends and patterns revealed: (a) a continuum of moral and ethical dilemmas specifically and (b) an overall continuum of fear in general. Social actors' varied lived experiences with fear in relation to high-stakes testing illuminated the following: (a) a fear of speaking out; (b) a fear regarding children's emotional welfare; (c) fear as it intersects with race; and (d) a fear of taking the test. From these testimonials, the continuum of fear toward the FCAT (according to third grade student reflections), proved to be the most serious (if not detrimental) consequence of Florida's high-stakes accountability system. These insights can help guide and inform future accountability decisions under the new Every Student Succeeds Act. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01