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ERIC Number: EJ1102653
Record Type: Journal
Publication Date: 2015-Aug
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0195-6744
"I'm Just Going through the Motions": High-Stakes Accountability and Teachers' Access to Intrinsic Rewards
Rooney, Erin
American Journal of Education, v121 n4 p475-500 Aug 2015
This article explores teachers' experiences under high-stakes accountability and shows how the narrowing of curriculum depleted teachers' intrinsic work rewards. The article analyzes data from an ethnographic study of teachers' work in two high-poverty urban public schools. The study shows that as instructional mandates emphasized a narrowed curriculum, teachers' professional discretion diminished. When teachers felt forced to work in ways that misaligned with their beliefs about teaching and learning, they were unable to secure pleasure and enjoyment in the course of their work.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A