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ERIC Number: EJ766624
Record Type: Journal
Publication Date: 2007-Aug
Pages: 28
Abstractor: Author
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0195-6744
Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
Valli, Linda; Croninger, Robert G.; Walters, Kirk
American Journal of Education, v113 n4 p635-662 Aug 2007
This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth- and fifth-grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers. These designs--simultaneous, supplemental, and sequential--were pervasive, particularly in higher-poverty schools, raising policy-relevant questions about holding individual teachers responsible for student learning. The authors further argue that accountability systems that focus on individual teachers might adversely affect other promising school reform efforts, such as teacher collaboration and data-based decision making. (Contains 2 tables and 6 notes.)
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: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001