ERIC Number: EJ1048641
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 51
What Matters to Career K-12 Educators
Harris, Mary M.
Action in Teacher Education, v36 n5-6 p503-516 2014
Case studies about issues arising from education policy were written between 2003 and 2011 by doctoral candidates in Curriculum and Instruction who were career K-12 educators. Literary analysis was employed in grouping 57 case studies, which described primarily situations that occurred in school districts in one large metropolitan area, by topic and theme. Case studies of high school reform; development of programs for vulnerable students; high-stakes testing provisions of No Child Left Behind with attention to the variables of time, alignment, grouping for instruction, professional development, and teacher quality; and ethical issue were considered. Conclusions reinforce concerns about the ability of current federal accountability and related state policy to support the curriculum or the qualities of teachers needed by today's public school students. To be successful, a locally implemented innovation must achieve an unlikely confluence of policy compliance, administrative support, and a common vision at least at the campus level.
Descriptors: Elementary Secondary Education, Case Studies, Educational Policy, Doctoral Programs, High Stakes Tests, Secondary School Students, Academically Gifted, Talent, Improvement Programs, Academic Accommodations (Disabilities), Special Needs Students, Scheduling, Time Factors (Learning), Alignment (Education), Grouping (Instructional Purposes), Professional Development, Teacher Effectiveness, Ethics, Curriculum, Curriculum Based Assessment, Instruction, Learning, Meta Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001