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Author: Jane Perryman
Publisher: Routledge
ISBN: 100055547X
Category : Education
Languages : en
Pages : 186
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Book Description
In this insightful and timely volume, Jane Perryman provides a definitive analysis of the crisis in teacher recruitment and retention through a critique of the culture of performative accountability in education, bringing together theory, literature, and empirical data. Drawing on data across several long-term research projects and through a Foucauldian theoretical framework, Perryman argues that teachers’ working lives, both in the UK and internationally, are being increasingly affected by the rise in the neoliberal performativity and accountability culture in schools. Teachers’ work is increasingly directed towards assessment, exams, progress measures, and preparation for review and inspection, and drawn away from the more individualistic and creative aspects of the job. This culture of hyper accountability and super-performativity, Perryman argues, has created a ‘discourse of disappointment’ – where the hopes and aspirations of teachers are crushed beneath the performative pressures under which they work. Teacher Retention in an Age of Performative Accountability offers a convincing, compellingly written critical analysis of how the values, purposes and practices embedded in education affect the working experience of teachers over time. Perryman makes a significant contribution to our understanding of the effects of accountability and performativity mechanisms in schools and offers insight into why so many teachers leave the profession. This analysis is important to scholars, educators, and policymakers alike.
Author: Jane Perryman
Publisher: Routledge
ISBN: 100055547X
Category : Education
Languages : en
Pages : 186
Get Book Here
Book Description
In this insightful and timely volume, Jane Perryman provides a definitive analysis of the crisis in teacher recruitment and retention through a critique of the culture of performative accountability in education, bringing together theory, literature, and empirical data. Drawing on data across several long-term research projects and through a Foucauldian theoretical framework, Perryman argues that teachers’ working lives, both in the UK and internationally, are being increasingly affected by the rise in the neoliberal performativity and accountability culture in schools. Teachers’ work is increasingly directed towards assessment, exams, progress measures, and preparation for review and inspection, and drawn away from the more individualistic and creative aspects of the job. This culture of hyper accountability and super-performativity, Perryman argues, has created a ‘discourse of disappointment’ – where the hopes and aspirations of teachers are crushed beneath the performative pressures under which they work. Teacher Retention in an Age of Performative Accountability offers a convincing, compellingly written critical analysis of how the values, purposes and practices embedded in education affect the working experience of teachers over time. Perryman makes a significant contribution to our understanding of the effects of accountability and performativity mechanisms in schools and offers insight into why so many teachers leave the profession. This analysis is important to scholars, educators, and policymakers alike.
Author: Su Lyn Corcoran
Publisher: Berghahn Books
ISBN: 1805396668
Category : Education
Languages : en
Pages : 190
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Book Description
Early career researchers (ECRs) in education bring unique histories of professional practice and development into academic research communities. Women Becoming Practitioner Researchers explores autoethnographies of twelve women who were, or still are, schoolteachers in the process of becoming researchers. Using autoethnography to disrupt the established systems that distance researchers from their research, the chapters in this volume are curated to apply theory to this important transition. This theory as method approach provides a foundation for understanding as the authors’ weave threads of identities and experiences into their roles as practitioner researchers.
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 0807759317
Category : Education
Languages : en
Pages : 241
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Book Description
"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --
Author: Cove Johnstone Davis
Publisher:
ISBN:
Category :
Languages : en
Pages : 258
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Book Description
Abstract: Many urban schools struggle to retain their best teachers because of challenging work environments, poor salaries, and ineffective school leadership. The additional requirements of the No Child Left Behind legislation for teachers to be highly qualified and the increased academic requirements of raising students to a proficient level in reading and mathematics mean that these schools face additional challenges to retaining teachers. Little research has been done on teacher retention in relation to NCLB in urban schools, but the few studies available have suggested that NCLB has had a negative impact on teacher morale and retention in urban schools. The research project was a paired case study that examined teacher retention in four urban schools, contrasting two schools that showed improvement under NCLB in terms of student achievement with two schools that did not show improvement. This study used human resource data, teacher and principal interviews, and school improvement plans to answer the following three research questions: 1) Does the teacher retention rate remain constant as schools improve? 2) Is there a pattern of teacher retention in improving schools? 3) What do improving schools do to attract, train, and retain teachers? The results showed that all schools had increased levels of teacher retention from the beginning of the study until the end. Improving schools had slightly higher rates of teacher retention, especially among teachers who were determined to be desirable. There was some evidence that as student achievement rates rose in improving schools, so did the rate of teacher retention. Lastly, the findings suggest that schools that were improving were also schools that embodied many of the factors that teachers are looking for in a school, including strong school leadership, positive working conditions, and other supports for teachers new and experienced, such as professional development and mentoring. This study has several limitations, such as a small sample size and a limited pool of human resource data. The findings have important implications for urban school districts that are trying to retain quality teachers.
Author: Tanya Fitzgerald
Publisher: Springer Nature
ISBN: 3031368010
Category : Education
Languages : en
Pages : 188
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Book Description
This edited collection is a Festschrift to Helen M. Gunter, a leading scholar in the field of education policy and leadership. We draw on the concept of the Festschrift as a collection of papers, or chapters, that recognise, honour, and celebrate the work and contributions of an esteemed academic. Gunter’s work has opened up the field of critical education policy and leadership studies and provoked, if not revitalised, scholarly thinking about the origins, structures, patterns and impact of the field. Gunter’s personal commitment to intellectual leadership of the field and public education resonates across all her scholarly works. The core intention of this unique collection is to recognise Gunter’s scholarly contributions as an academic, practitioner and public intellectual. Invited authors have been asked to reflect critically on ways in which Gunter’s work and intellectual support have influenced their own research, teaching and academic engagement. In their reflections, contributors not only speak to the intellectual work of Gunter but suggest how they have taken this work forward and how this has advanced the field of education as well as the production of knowledge.
Author: Dominic Belmonte
Publisher: Myers Education Press
ISBN: 1975503694
Category : Education
Languages : en
Pages : 223
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Book Description
It’s clear that American public education has been under assault for more than the last 30 years. So much of this current "age of accountability" has focused on blame, both of teachers and those who prepare them. Somehow, unlike in other professions, declarations were made to the effect that anyone could teach better than teachers, including business leaders and people from tony universities without teacher preparation. The Age of Accountability scrutinizes the attack on teachers through weaponized data. While an effective corporate tool to improve bottom-line goals, its use in education became more sinister and misanthropic. International PISA scores imply the mediocre ability of American students, fueling a belief that American education needed more than an upgrade. The only answer that would placate many was a complete upheaval, a redefinition of a teacher and who should be permitted to become one. We teachers ceded authority to these business and legislative forces. Their subsequent fervor for testing overwhelmed teaching and drove the joy out of schooling for students. It is time for a recounting of what has been done to the profession and to our children. Young teachers need encouragement and veteran teachers need reminding of their valiant and effective efforts. Perfect for courses such as: History of Education | Assessment in Teacher Evaluation | Value-Added Metrics | Urban Education | University Teacher Preparation | Teaching and Learning
Author: Arthur T. Costigan
Publisher: Routledge
ISBN: 1135619867
Category : Education
Languages : en
Pages : 282
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Book Description
This book documents the "brave new world" of teacher, administrator, school, and student accountability that has swept across the United States in recent years. Its particular vantage point is the perspective of dozens of new teachers trying to make their way through their first months and years working in schools in the New York City metropolitan area. The issues they grapple with are not, however, unique to this context, but common problems found today in urban, suburban, and rural schools across the United States. The stories in this book offer a compelling portrait of these teachers' encounters with the new culture of accountability and the strategies they develop for coping, even succeeding, within such demanding settings. Learning to Teach in an Age of Accountability: *introduces research on teaching and engages the "big ideas" concerning teacher research, highlighting what we know and where that leads us; *offers a rich set of teacher narratives that are organized to widen the angle of vision from biography, to classrooms, schools, and society; and *includes questions and activities to encourage discussion and further research about the ideas raised; and *addresses the possibilities for best practice and curricular decision making in light of the issues and ideas presented in the book. This volume--unique in its portrayal of new teachers' encounters with issues of accountability--makes a singular contribution to the educational literature on new teachers. It is relevant to everyone interested in the contemporary world of teaching, and is particularly appropriate as a text for preservice and in-service students. All readers who believe that the key to a good school lies in attracting and keeping good teachers will find the issues presented here both personally engaging and deeply troubling.
Author: Madeline Latham Wilson
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 171
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Book Description
This study examines the effects of school climate and accountability pressure on teacher retention using the combined data of the national School and Staffing Survey (SASS) and the California Longitudinal Education Data Systems (CALEDS). The results of logistic regression show that school climate is significantly predictive of teachers' intent to leave the teaching profession, provide new empirical evidence that accountability pressure or low student achievement has negative effects on teacher retention, especially in high schools, and indicate some differences among teachers at elementary and middle school levels.
Author: Jennifer R. Sallman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
In that DD model, I did not find a similar decline for black teachers. On the contrary, I found that black teachers in 2007 in states that had previously adopted SBA provisions similar to those in NCLB (Prior states) experienced a significant decline retention and perceptions of classroom autonomy, despite previous exposures to those SBA provisions. These counterintuitive results lead me to reinterpret my results applying institutional theory. Using institutional theory, I concluded that Prior states were able to implement the SBA provisions of NCLB with greater fidelity and, therefore, the impact of NCLB on perceptions of classroom autonomy and retention was greatest for black teachers in those states. Based on these results, I offer future research and policy recommendations to improve the diversity of the teacher workforce.
Author: Angelina Bergin
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 105
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Book Description
The No Child Left Behind Act of 2001 (NCLB) has placed a great responsibility on the classroom teacher to increase student performance. The pressures associated with the reforms necessary to improve student achievement have taken a toll on the morale of teachers. The purpose of this quantitative research was to explore the association between the morale of teachers in public middle schools in New York state and federal accountability designations in the age of accountability under NCLB. This study utilized the Teacher Outlook and Perception Survey (Anderson, 1999) to collect survey data from 226 respondents grouped by federal designations as defined by New York State Education Department (NYSED). A comparison of teacher morale by differing accountability designations was conducted using Analysis of Variance (ANOVA) and a post hoc Tukey test. The findings indicate that there is a statistically significant difference in teacher morale by accountability designation. Supporting research findings indicated that there was a difference in teacher retention by accountability designation. Additionally, regression analysis established that specific leadership behaviors were related to teacher morale. A regression analysis and t-test showed that gender did not interact with teacher morale and accountability designations at a statistically significant level. Recommendations for future research include exploring the relationship among teacher morale, socioeconomic status of schools, school size, teacher expectations and whether the negative identification diminishes morale contributing to poor student achievement and the beginning of an accountability cycle.
