Legislating Instruction in Urban Schools: Unintended Consequences of Accountability Policy on Teacher-Reported Classroom Goal Structures

Autor/in	Hinnant-Crawford, Brandi N.
Titel	Legislating Instruction in Urban Schools: Unintended Consequences of Accountability Policy on Teacher-Reported Classroom Goal Structures
Quelle	In: Urban Education, 58 (2023) 1, S.3-35 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085919838004
Schlagwörter	Goal Orientation; Accountability; Educational Policy; Teacher Attitudes; Outcomes of Education; Teaching Methods; Correlation; Social Cognition; Urban Schools; Educational Legislation; Federal Legislation; Academic Achievement; Kindergarten; Elementary Secondary Education; Equal Education + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Verantwortung; Politics of education; Bildungspolitik; Lehrerverhalten; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Soziale Kognition; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsrecht; Schulgesetz; Bundesrecht; Schulleistung
Abstract	Scholars have documented the effects of accountability policies on student outcomes and, to a lesser extent, instruction. Beyond test preparation and curriculum narrowing, little empirical evidence has examined the relationship between policy and pedagogy. Guided by social cognitive and achievement goal theories, this study explored the relationship between U.S. federal education policies and teacher-reported classroom goal orientation. Survey data from approximately 260 teachers were analyzed in conjunction with interviews from seven teachers in a sequential explanatory design. Findings suggest accountability policies create environments conducive to performance goal orientation. The irony of policy intentions and instructional implications for student learning are explored. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01