Constrained Professionalism: Dilemmas of Teaching in the Face of Test-Based Accountability

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Autor/inn/en	Wills, John S.; Sandholtz, Judith Haymore
Titel	Constrained Professionalism: Dilemmas of Teaching in the Face of Test-Based Accountability
Quelle	In: Teachers College Record, 111 (2009) 4, S.1065-1114 (50 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Educational Strategies; Professional Autonomy; Federal Legislation; Observation; Educational Testing; Second Language Learning; High Stakes Tests; Grade 5; Accountability; Case Studies; Experienced Teachers; Elementary School Teachers; Social Studies; Rural Schools; English (Second Language); State Programs; Teaching Conditions; Barriers; California + Suchen Sie Ihr Suchwort? Lehrstrategie; Berufsfreiheit; Bundesrecht; Beobachtung; Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; Verantwortung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; English as second language; English; Second Language; Englisch als Zweitsprache; Regierungsprogramm; Lehrbedingungen; Unterrichtsbedingungen; Kalifornien
Abstract	Background/Context: In response to state-level test-based accountability and the federal No Child Left Behind Act, school administrators increasingly view centralized curriculum and prescribed instructional strategies as the most direct means of increasing student performance. This movement toward standardization reduces teachers' autonomy and control over their classroom practices. The consequences of test-based accountability on teacher practice are often conceptualized as a tension between teacher professionalism and standardization. Focus of Study: This case study investigates the classroom instruction of an experienced teacher in an elementary school where the principal supported teachers' autonomy and authority over curriculum and instruction. Examining her instructional practice in social studies, a subject not included in state testing, we demonstrate how specific teaching dilemmas that arose in response to state testing led to a new type of professionalism that we call constrained professionalism. Setting: This qualitative case study focuses on social studies instruction in a fifth-grade classroom at a rural elementary school in southern California serving a low-income, diverse student population with a large percentage of English language learners. The school was selected for two reasons: (1) as a low-performing but improving elementary school as measured by state testing, the school was under pressure to continue to raise student test scores, and (2) social studies continued to be part of the elementary curriculum. Data Collection/Analysis: Data collection extended over a 10-month period and included observation and videotaping of social studies lessons, interviews with the teacher and principal, and document collection. Observation and videotaping covered virtually all the social lessons during the school year in the teacher's classroom, a total of 66 lessons. Findings/Results: As state-mandated testing was instituted, administrative support of teacher autonomy continued, but constraints on this teacher's decisions emerged as instructional time and resources shifted to language arts and mathematics. Although able to make independent decisions, this qualified teacher did not teach social studies in the way she believed would best serve her students' needs and interests. Conclusions: This case study demonstrates how teachers' professional discretion is being minimized in subtle yet consequential ways amid high-stakes testing, even in subject areas not tested by the state. Constrained professionalism represents a new situation in which teachers retain autonomy in classroom practices, but their decisions are significantly circumscribed by contextual pressures and time demands that devalue their professional experience, judgment, and expertise. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10