Innovation, NCLB, and the Fear Factor: The Challenge of Leading 21st-Century Schools in an Era of Accountability

Autor/inn/en	Schoen, LaTefy; Fusarelli, Lance D.
Titel	Innovation, NCLB, and the Fear Factor: The Challenge of Leading 21st-Century Schools in an Era of Accountability
Quelle	In: Educational Policy, 22 (2008) 1, S.181-203 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904807311291
Schlagwörter	Stellungnahme; Federal Legislation; Principals; Teacher Behavior; Administrator Behavior; Educational Legislation; Instructional Leadership; Leadership Qualities; Teaching Skills; Knowledge Base for Teaching; Accountability; Politics of Education; Creative Thinking; Problem Solving; Skill Development; Academic Standards; Curriculum Development; Course Content; Fear; High Stakes Tests; Educational Innovation; Test Construction; Achievement Tests + Suchen Sie Ihr Suchwort? Bundesrecht; Principal; Schulleiter; Teacher behaviour; Lehrerverhalten; Bildungsrecht; Schulgesetz; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseigenschaft; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Verantwortung; Educational policy; Bildungspolitik; Kreatives Denken; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursprogramm; Furcht; Instructional innovation; Bildungsinnovation; Testaufbau; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This article explores the impact of the No Child Left Behind Act (NCLB) on the behavior of teachers and school leaders, specifically the centralizing, standardizing tendencies of the legislation, and juxtaposes their reactions to the types of teaching and leadership required to lead 21st-century schools. The authors argue that the isomorphic behavioral responses to NCLB conflict with the pedagogical and leadership behaviors of the 21st-century schools movement. The authors conclude that unless modifications are made to the legislation, teachers and school leaders are unlikely to exhibit or promote the types of pedagogical skills, knowledge, or leadership envisioned by advocates of 21st-century schools. (Contains 1 table.) (Author).
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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10