Accountability as a Design for Teacher Learning: Sensemaking about Mathematics and Equity in the NCLB Era

Autor/in	Horn, Ilana Seidel
Titel	Accountability as a Design for Teacher Learning: Sensemaking about Mathematics and Equity in the NCLB Era
Quelle	In: Urban Education, 53 (2018) 3, S.382-408 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916646625
Schlagwörter	Accountability; Instructional Design; Middle School Teachers; Mathematics Teachers; Discourse Analysis; Compliance (Legal); Humanism; Role of Education; Equal Education; Educational Policy; Educational Legislation; Federal Legislation; Academic Achievement; Urban Education; Case Studies; Faculty Development; Teacher Attitudes; Interviews; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Verantwortung; Lesson concept; Lessonplan; Unterrichtsentwurf; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Diskursanalyse; Humanismus; Bildungsauftrag; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Bundesrecht; Schulleistung; Stadtteilbezogenes Lernen; Case study; Fallstudie; Case Study; Lehrerverhalten; Interviewing; Interviewtechnik; Qualitative Forschung; Statistische Analyse
Abstract	Using a learning design perspective on No Child Left Behind (NCLB), I examine how accountability policy shaped urban educators' instructional sensemaking. Focusing on the role of policy-rooted classifications, I examine conversations from a middle school mathematics teacher team as a "best case" because they worked diligently to comply with the NCLB. Using discourse analysis, I identify instances of "torque" in their conversations: when educators' compliance with accountability logics pulled them away from humanistic goals of education in ways that stood to exacerbate existing educational inequality. This article contributes to documentation on unintended consequences of accountability policies while identifying features that contribute to torque. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01