"I'm Just Going through the Motions": High-Stakes Accountability and Teachers' Access to Intrinsic Rewards

Autor/in	Rooney, Erin
Titel	"I'm Just Going through the Motions": High-Stakes Accountability and Teachers' Access to Intrinsic Rewards
Quelle	In: American Journal of Education, 121 (2015) 4, S.475-500 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/681923
Schlagwörter	High Stakes Tests; Accountability; Teacher Motivation; Job Satisfaction; Rewards; Ethnography; Poverty Areas; Urban Schools; Public Schools; Educational Change; Professional Autonomy; Educational Legislation; Federal Legislation; Elementary Schools; Elementary School Teachers; Case Studies; Semi Structured Interviews; Data Analysis; Alignment (Education); Curriculum Development; Teacher Attitudes; Beliefs; Educational Attitudes + Suchen Sie Ihr Suchwort? Verantwortung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Reward; Belohnung; Ethnografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Bildungsreform; Berufsfreiheit; Bildungsrecht; Schulgesetz; Bundesrecht; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Auswertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Belief; Glaube; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	This article explores teachers' experiences under high-stakes accountability and shows how the narrowing of curriculum depleted teachers' intrinsic work rewards. The article analyzes data from an ethnographic study of teachers' work in two high-poverty urban public schools. The study shows that as instructional mandates emphasized a narrowed curriculum, teachers' professional discretion diminished. When teachers felt forced to work in ways that misaligned with their beliefs about teaching and learning, they were unable to secure pleasure and enjoyment in the course of their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01