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Kinsella, Victoria; Thorpe, Vicki – Arts Education Policy Review, 2022
This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead's notions of contractual and responsive accountability, and Gramsci's hegemonic practices,…
Descriptors: Accountability, Art Education, Foreign Countries, Professionalism
Gara, Taylor V.; Farkas, George; Brouillette, Liane – Arts Education Policy Review, 2022
It has been asserted that the test-based accountability of No Child Left Behind (NCLB) increased instruction in tested subject areas reading and math, leading to reductions in arts education. We tested this using two waves of data, before and after NCLB implementation, in a difference-in-differences design. The analyses indicated that the total…
Descriptors: Federal Legislation, Educational Legislation, Accountability, Educational Policy
Walker, Loretta Niebur – Arts Education Policy Review, 2015
This is the second of two articles reporting the results of a study by the author regarding the status of elementary music education in the state of Utah. This article focuses on the qualifications of Utah's elementary music teachers (music certified, elementary classroom certified, artists-in-residence, volunteers, and paraprofessionals) and the…
Descriptors: Music Teachers, Elementary School Teachers, Music Education, Qualifications
Mishook, Jacob J.; Kornhaber, Mindy L. – Arts Education Policy Review, 2006
During the past twenty years, the accountability movement and its attendant testing have raised fears in the arts education community that schools will feel pressure to divert instructional time and resources toward tested areas of the curriculum, such as reading and math (Eisner 2000). This paper presents the results of studies on the impact of…
Descriptors: Testing, High Stakes Tests, Accountability, Art Education