ERIC Number: EJ1157078
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Situated Teacher Quality: A Case Study of an Experienced Elementary School Teacher
Kolman, Joni S.
Pedagogy, Culture and Society, v25 n4 p501-514 2017
This case study examines how an experienced teacher's practice and pedagogy differs across two high-accountability urban charter schools in the United States of America (USA). Drawing on semi-structured interviews and participant observations, the findings describe variances in Rebecca's planning, use of classroom time, and curriculum flexibility, and their intersection with her negotiated autonomy. Implications attend to the situated nature of teacher quality, as well as teacher appraisal and retention.
Descriptors: Teacher Effectiveness, Experienced Teachers, Elementary School Teachers, Case Studies, Educational Practices, Teaching Methods, Accountability, Urban Schools, Charter Schools, Semi Structured Interviews, Participant Observation, Educational Planning, Time Management, Instructional Innovation, Professional Autonomy, Teacher Evaluation, Teacher Persistence, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A