No Child Left Behind and the quest for educational equity: The role of teachers' collective sense of efficacy.

Autor/in	Evans, Andrea
Titel	No Child Left Behind and the quest for educational equity: The role of teachers' collective sense of efficacy.
Quelle	In: Leadership and policy in schools, 8 (2009) 1, S. 64-91Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700760802416081
Schlagwörter	Empirische Untersuchung; Bildungschance; Chancengleichheit; Bildungsmanagement; Bildungspolitik; Schule; Bildungsverwaltung; Schulleitung; Lehrerrolle; USA
Abstract	The current policy context established by No Child Left Behind (NCLB) calls for schools and teachers to develop and execute plans of action they believe will effectively address achievement gaps. This article uses conceptual and research literature to explore the construct of teachers' collective sense of efficacy and its potential influence on schools' efforts to respond to the equity mandate of NCLB. Specifically, [the author explores] the relationship between teachers' collective sense of efficacy, accountability policy, and student achievement. [He] also examines the school leader's role in mediating policy, teachers' sense of efficacy, and school contexts in ways that can positively address educational inequities. Finally, [he] concludes with several implications for school leadership, policy, and future research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1