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Acing the test: an examination of teachers’ perceptions of and responses to the threat of state takeover
Educational Assessment, Evaluation and Accountability ( IF 3.479 ) Pub Date : 2019-06-28 , DOI: 10.1007/s11092-019-09301-y
Richard Welsh , Jerome Graham , Sheneka Williams

With the passage of the Every Student Succeeds Act, states have increased latitude over school improvement and accountability policies. At the same time, school takeover via state-run turnaround districts has emerged as a prominent education reform. Although policies takeover influence how teachers are prepared, supported, and evaluated, little is known about how teachers may perceive and respond to the threat of state takeover. Using Georgia as a case study, this article (a) examines the ways in which teachers’ perceptions and practices shift in response to the threat of state takeover and (b) explores how accountability pressures associated with the threat of state takeover may result in organizational changes at the school level. We find that teachers have negative attitudes toward the threat of state takeover and there have been marked changes in practices. It appears that teaching to test is being normalized. School administrators and teachers appear to display a cognitive dissonance between their moral and ethical reactions to the practice and their use of the practices in response to heightened accountability pressures. Teachers acknowledge the difficulties of overhauling the inclusion of students’ test scores in evaluations, but they also raise several concerns regarding the process of testing.

中文翻译:

通过测试:检查教师对国家接管威胁的看法和反应

随着《每个学生都成功法案》的通过,各州对学校改进和问责政策的自由度增加了。与此同时,通过国营转型区接管学校已成为一项突出的教育改革。尽管政策接管会影响教师的准备、支持和评估方式,但人们对教师如何看待和应对国家接管的威胁知之甚少。以佐治亚州为例,本文 (a) 研究了教师的观念和实践如何转变以应对国家接管的威胁,以及 ​​(b) 探讨与国家接管威胁相关的问责压力如何导致组织学校层面的变化。我们发现教师对国家接管的威胁持消极态度,并且实践发生了显着变化。似乎教学测试正在正常化。学校管理人员和教师似乎在他们对这种做法的道德和伦理反应与他们使用这些做法以应对更高的问责压力之间表现出认知上的不一致。教师们承认将学生的考试成绩纳入评估的改革难度很大,但他们也对考试过程提出了一些担忧。学校管理人员和教师似乎在他们对这种做法的道德和伦理反应与他们使用这些做法以应对更高的问责压力之间表现出认知上的不一致。教师们承认将学生的考试成绩纳入评估的改革难度很大,但他们也对考试过程提出了一些担忧。学校管理人员和教师似乎在他们对这种做法的道德和伦理反应与他们使用这些做法以应对更高的问责压力之间表现出认知上的不一致。教师们承认将学生的考试成绩纳入评估的改革难度很大,但他们也对考试过程提出了一些担忧。
更新日期:2019-06-28
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