Full metadata
Title
A qualitative study of urban elementary school teachers' perceptions of accountability in their practice
Description
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.
Date Created
2013
Contributors
- Gishey, Rhiannon L (Author)
- Mccarty, Teresa L (Thesis advisor)
- Fischman, Gustavo E (Committee member)
- Ikeler, Susan (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
x, 229 p. : ill. (some col.)
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.21031
Statement of Responsibility
by Rhiannon L. Gishey
Description Source
Viewed on Apr. 27, 2015
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2013
Note type
thesis
Includes bibliographical references (p. 204-208)
Note type
bibliography
Field of study: Educational administration and supervision
System Created
- 2014-01-31 11:38:24
System Modified
- 2021-08-30 01:36:24
- 2 years 7 months ago
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