Accountability Policy, School Organization, and Classroom Practice: Partial Recoupling and Educational Opportunity

Autor/in	Diamond, John B.
Titel	Accountability Policy, School Organization, and Classroom Practice: Partial Recoupling and Educational Opportunity
Quelle	In: Education and Urban Society, 44 (2012) 2, S.151-182 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124511431569
Schlagwörter	Accountability; Educational Policy; Educational Practices; Instruction; High Stakes Tests; Urban Schools; Elementary Schools; Elementary School Teachers; Teacher Surveys; Interviews; Observation; Teacher Role; School Effectiveness; Equal Education; Illinois; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Verantwortung; Politics of education; Bildungspolitik; Bildungspraxis; Teaching process; Unterrichtsprozess; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Beobachtung; Lehrerrolle; Schuleffizienz
Abstract	In this article, the author examines the links between high stakes testing policies, school organization processes, and instructional practice using data from a study of K-5 and K-8 schools in Chicago. He argues that although the policy environment penetrates the classroom, this penetration is partial--stronger on some aspects of instruction than others--and its impact unpredictable. He highlights four organizational patterns in the schools he studied that have implications for the link between accountability policy and instruction. These patterns include the stronger influence of accountability policy on content as opposed to pedagogy, the centrality of teaching colleagues in teachers' advice-seeking networks, the predominance of didactic as opposed to interactive forms of instruction, and the differential responses to accountability policy and unequal distribution of resources across schools. After outlining these patterns, he discusses their implications for understanding the links between accountability policy, instruction, and educational equity. (Contains 1 table, 3 figures and 13 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10