Contest for Jurisdiction: An Occupational Analysis of Principals' Responses to Test-Based Accountability

Autor/in	Rutledge, Stacey A.
Titel	Contest for Jurisdiction: An Occupational Analysis of Principals' Responses to Test-Based Accountability
Quelle	In: Leadership and Policy in Schools, 9 (2010) 1, S.78-107 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Job Analysis; English Teachers; Accountability; Principals; Administrator Attitudes; Case Studies; Interviews; Teacher Attitudes; Instructional Leadership; Administrative Organization; High Stakes Tests; Longitudinal Studies; Educational Policy; Educational Change; Illinois + Suchen Sie Ihr Suchwort? Arbeitsanalyse; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Verantwortung; Principal; Schulleiter; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Bildungsreform
Abstract	This case study uses a theory of occupational ecology to understand why test-based accountability has been successful at redirecting principals' work toward high-stakes standards and assessments. The principals and English teachers at two Chicago high schools were interviewed annually over a four-year period. The study finds that test-based accountability capitalizes on unclear jurisdictional boundaries between district administrators, principals, and teachers over curriculum and instruction. The study highlights the negotiated nature of control over instructional activities in schools, revealing central areas of vulnerability, contestation, and negotiation for principals. (Contains 4 tables and 6 notes.) (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10