Enhancing Commitment or Tightening Control: The Function of Teacher Professional Development in an Era of Accountability

Autor/inn/en	Smith, Thomas M.; Rowley, Kristie J.
Titel	Enhancing Commitment or Tightening Control: The Function of Teacher Professional Development in an Era of Accountability
Quelle	In: Educational Policy, 19 (2005) 1, S.126-154 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904804270773
Schlagwörter	Teacher Participation; School Restructuring; Faculty Development; Accountability; Educational Change; Academic Standards; Teacher Persistence; Labor Turnover; Inservice Teacher Education; Participative Decision Making + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Verantwortung; Bildungsreform; Lehrerfortbildung
Abstract	During the past decade or so, popular rhetoric has shifted away from site-based management and participatory governance as the centerpiece of school reform strategies as accountability and standards-based reform have become the reform mantra of policy makers at all levels of government. Critics of accountability-based reforms have suggested that teacher commitment is likely to be the main casualty of these control-based reform strategies. Annual polls of teachers, however, tend to show they generally support key aspects of standards-based reform. Thus, the impact of the apparent shift away from a commitment strategy of school organization toward a control strategy on teachers commitment to the profession remains unclear. Our analysis using the nationally representative Schools and Staffing Survey suggests that schools organized with a stronger commitment strategy may have better success in achieving their reform goals because of increased teacher participation in content-related professional development and greater stability in its teaching staff. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10