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ERIC Number: EJ832306
Record Type: Journal
Publication Date: 2008
Pages: 32
Abstractor: As Provided
ISSN: ISSN-1937-0814
Caught in the Middle Again: Accountability & the Changing Practice of Middle School Teachers
Greene, William L.; Caskey, Micki M.; Musser, P. Maureen; Samek, Linda L.; Casbon, Jay; Olson, Marilyn
Middle Grades Research Journal, v3 n4 p41-72 Win 2008
This study explored the perceptions of Oregon middle school teachers and their teaching practices in the wake of the No Child Left Behind Act of 2001. The method utilized quantitative and qualitative procedures to analyze data from a 45-item questionnaire completed by 162 core subject teachers in 13 middle schools. Results highlight categorical differences in how teachers have responded to federal mandates, including their personal beliefs about teaching and the nature of teachers' work, middle school curriculum, instructional practices, and assessment. Based on these findings, the study concludes with recommendations for middle schools and teacher preparation programs to address the National Forum to Accelerate Middle Grades Reform's vision (2002) of academic excellence, developmental responsiveness, and cultural equity. (Contains 3 footnotes and 3 tables.)
Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001