Literaturnachweis - Detailanzeige
| Autor/inn/en | Levatino, Antonina; Parcerisa, Lluís; Verger, Antoni |
|---|---|
| Titel | Understanding the Stakes: The Influence of Accountability Policy Options on Teachers' Responses |
| Quelle | In: Educational Policy, 38 (2024) 1, S.31-60 (30 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Levatino, Antonina) ORCID (Parcerisa, Lluís) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0895-9048 |
| DOI | 10.1177/08959048221142048 |
| Schlagwörter | Accountability; Educational Policy; Teacher Attitudes; Teacher Motivation; Performance; Standardized Tests; Reputation; Incentives; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Chile |
| Abstract | Under test-based accountability, side-effects--including practices to inflate test results, often seen as cheating--are usually associated to so-called high-stakes policies. However, the influence of different types of stakes in the generation of this type of practices has been overlooked in education research. Based on a survey experiment, our results indicate that the type and level of stakes of accountability systems (e.g., high- vs. low-stakes, material vs. symbolic) do not differ in triggering side-effects. Counterintuitively, individual symbolic consequences trigger similar reactions among teachers than material incentives. In-depth interviews give insights into the social mechanisms that lead to symbolic effects having such an influence in understanding teachers' reactivity to accountability. (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 |
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