Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems

Autor/inn/en	Valli, Linda; Croninger, Robert G.; Walters, Kirk
Titel	Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems
Quelle	In: American Journal of Education, 113 (2007) 4, S.635-662 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/518492
Schlagwörter	Grade 5; Teacher Collaboration; Educational Change; Instructional Design; Accountability; Grade 4; Teacher Effectiveness; Academic Achievement; Federal Legislation; Teacher Improvement; Teaching Methods; English (Second Language); Reading Instruction; Mathematics Instruction; Student Mobility; Team Teaching; Resource Allocation + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Lehrerkooperation; Bildungsreform; Lesson concept; Lessonplan; Unterrichtsentwurf; Verantwortung; School year 04; 4. Schuljahr; Schuljahr 04; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Bundesrecht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Leseunterricht; Mathematics lessons; Mathematikunterricht; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Teamteaching; Ressourcenallokation
Abstract	This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth- and fifth-grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers. These designs--simultaneous, supplemental, and sequential--were pervasive, particularly in higher-poverty schools, raising policy-relevant questions about holding individual teachers responsible for student learning. The authors further argue that accountability systems that focus on individual teachers might adversely affect other promising school reform efforts, such as teacher collaboration and data-based decision making. (Contains 2 tables and 6 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10