NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ764624
Record Type: Journal
Publication Date: 2006
Pages: 19
Abstractor: Author
Reference Count: 38
ISSN: ISSN-0256-8543
Beginning Teacher Concerns in an Accountability-Based Testing Environment
Certo, Janine L.
Journal of Research in Childhood Education, v20 n4 p331-349 Sum 2006
This paper, part of a larger case study of beginning teachers and mentors, describes the concerns of four teachers throughout their stages of development in first-year teaching. They and their mentors were interviewed at three intervals in the school year to obtain perceptions of beginning teacher concerns. Beginning teachers also kept journals of their concerns in first-year teaching. Data revealed that in an accountability-based testing environment, instructional pacing was reported as a top, pervasive concern of beginning teachers. These case studies reveal that participants were reporting beginning teacher concerns, but not necessarily in the predictable areas, such as classroom discipline, student motivation, or individual student differences. The data suggest that typical problems were overshadowed by concerns and preoccupations with district instructional pacing, test pressure, and test preparation. (Contains 2 figures and 2 tables.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; 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 - Location: Virginia