Constrained Professionalism: Dilemmas of Teaching in the Face of Test-Based Accountability

Keywords

Accountability, Curriculum, Context (archaeology), Psychology, Mathematics education

References

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• Putting the Squeeze on Social Studies: Managing Teaching Dilemmas in Subject Areas Excluded from State TestingJohn S. Wills — 2007
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• Test-Based Accountability as a Reform Strategy.Milbrey Wallin McLaughlin — 1991
• Teaching as the Learning Profession : Handbook of Policy and PracticeLinda Darling‐Hammond, Gary Sykes — 1999
• BOOK REVIEW: "Change and Development: Issues of Theory, Method, and Application" AND "Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom"Phillip White — 2002
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• Managing Dilemmas While. Building Professional CommunitiesLarry Cuban — 1992
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• Professional Work: A Sociological ApproachKevin D. Henson, Kevin T. Leicht, Mary L. Fennell — 2001
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Cited by

• The power of context, teacher preparation, standards, and dispositions on the student-teaching experienceXuchys Perez — 2014
• Assessing the Efficacy of a School Health Education Advocacy Lesson with College Students.Michele Wallen, Beth H. Chaney, David Birch — 2012
• Teaching and Learning With Self: Student Perspectives on Authenticity in Alternative EducationJessica Blum‐DeStefano — 2014
• Exploring the Nature of Teacher Professionalism in an Era of High-Stakes AccountabilityD. Victoria, L. McNeill — 2014
• Teaching English Learners: Toward an Understanding of What it Means to TeachersKristine Dianne Nicholls — 2012
• Teachers' Senses of Obligation to Curricular Messages.Christy Danko Graybeal — 2010
• Enhancing Democracy for Teachers.Shannon Nichols, Jim Parsons — 2010
• The Associations of Teacher Professional Characteristics, School Environmental Factors, and State Testing Policy on Social Studies Educators’ Instructional AuthorityHyeri Hong, Gregory E. Hamot — 2015
• The power of numbers: the adoption and consequences of national low-stakes standardised tests in IsraelYariv Feniger, Mirit Israeli, Smadar Yehuda — 2016
• Practices of two experiential teachers in secondary public schools in an era of accountabilityAnnie Jonas — 2011
• Back on the Backburner? Impact of Reducing State-Mandated Social Studies Testing on Elementary Teachers’ InstructionKenneth E. Vogler — 2011
• Investigating the Lived Experience of Teacher Decision-Making: A Phenomenological ApproachLynn Abeln — 2015
• Experiences of Sure Start Children's Centre Teachers: emerging roles and identities in a collaborative settingVicki Welch — 2012
• The De-Emphasis on Social Studies in Elementary Schools: Teacher Candidate PerspectiveAmy J. Good, Tina L. Heafner, Tracy Rock — 2010
• Intensification and isolation: Alienated teaching and collaborative professional relationships in the accountability contextCorrie Stone‐Johnson — 2016
• Social Studies Teachers and the Common Core: A Study of Instructional Practices, Teaching Conditions, and Professional DevelopmentEmma Delia Hipolito — 2015
• Beginning Primary Teachers’ Experiences With Curriculum Guides and Pacing Calendars for Math and Science InstructionMichelle Bauml — 2015
• Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in CyprusStavroula Philippou, Stavroula Kontovourki, Eleni Theodorou — 2014
• Parallel professionalism in an era of standardisationCorrie Stone‐Johnson — 2014
• Instructional Practices of Elementary Social Studies Teachers in North and South CarolinaTina L. Heafner, George B. Lipscomb, Paul G. Fitchett — 2014

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