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ERIC Number: EJ777072
Record Type: Journal
Publication Date: 2007-Sep
Pages: 6
Abstractor: Author
Reference Count: 2
ISBN: N/A
ISSN: ISSN-0013-1784
Short on Power, Long on Responsibility
Ingersoll, Richard M.
Educational Leadership, v65 n1 p20-25 Sep 2007
One of the most popular--but flawed--perspectives on the problem of ensuring teacher quality has to do with the control and accountability of the teaching force. According to this view, the obvious antidote to the ills of the education system is to increase the centralized control of schools and hold teachers more accountable. Proponents of this view typically advocate standardized curriculums, teacher licensing examinations, merit pay programs, and explicit performance standards coupled with more rigorous teacher and school evaluations. However, extensive research seems to indicate that these top-down accountability reforms may backfire if teachers don't have the authority and control to meet such standards. The data show that teachers often have little influence or control over many key decisions concerned with the day-to-day management of their work and workplaces. Moreover, the data show that the amount of control that teachers have affects how well their schools function. Accountability and power go hand in hand in workplaces; increases in one must be accompanied by increases in the other. (Contains 1 endnote.)
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A