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ERIC Number: ED469948
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
The Impact of Accountability on the Professional Development of Teachers: Preliminary Evidence from Case Studies in Six Southern States.
Turchi, Laura; Johnson, Dylan; Owens, Deborah Duncan; Montgomery, Diana
This study investigated the influence of accountability on teacher learning and the capacity of districts and schools to support instructional practices that bolster student performance, examining: state policy regarding incentives, sanctions, rewards, recognition, and assessment required for high stakes accountability, and professional development of educators and organizational capacity of schools; the status of professional and organizational development activities and how teachers, principals, and district leaders responded in light of state accountability; and intended and unintended consequences of high stakes accountability on professional development. Analysis of data from policy inventories, school case studies, and teacher surveys indicated that accountability models varied considerably. Teachers described their most positive learning experiences in ways that aligned with notions of high quality professional development, though they did not feel connected to wider school performance issues. District and school organizational capacity to support teacher learning depended on several factors (e.g., type and quality of support available from the state). Accountability pressures focused teacher learning opportunities on the tested subjects. There was increased attention to analysis of test results. Variation in state accountability systems provided different incentives for teachers to respond as reform agents. School districts and schools, as organizational units, mediated the responses of teachers, and therefore, the ultimate effect on student learning. (Contains 16 references.) (SM)
For full text:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: Southeast Center for Teaching Quality, Chapel Hill, NC.; Georgia State Univ., Atlanta. Applied Research Center.