ERIC Number: EJ1080226
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 32
Academic Task Demand in the 21st-Century, High-Stakes-Accountability School: Mapping the Journey from Poor [To Fair to Good to Great] to Excellent?
Szczesiul, Stacy Agee; Nehring, James; Carey, Theodore
Leadership and Policy in Schools, v14 n4 p460-489 2015
Drawing on theoretical and empirical research concerning the relationship between academic work and student learning, this article explores the following questions: What skills are required to execute the academic tasks teachers assign on a daily basis? How do teachers and administrators interpret the task demands represented in instructional materials? How does task demand relate to a school's improvement process? Our findings suggest that task demand focused largely on low-level skill development. However, having established baseline systems and practices, schools are working to institutionalize more sophisticated practices that foster 21st-century knowledge and skill acquisition.
Descriptors: Difficulty Level, Skill Development, Learning, Instructional Materials, Educational Improvement, Accountability, Middle Schools, High Schools, Principals, Interviews, Middle School Teachers, Secondary School Teachers, Assignments, Mixed Methods Research, Thinking Skills, Interpersonal Competence
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Middle Schools; Junior High Schools; High Schools
Authoring Institution: N/A
Identifiers - Location: Massachusetts