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Teacher perceptions of being held ac...

Hinz, Kathleen JoAnn Bevan.

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Teacher perceptions of being held accountable for student achievement: A phenomenological study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher perceptions of being held accountable for student achievement: A phenomenological study./
Author:	Hinz, Kathleen JoAnn Bevan.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459307
ISBN:	9781124705132

Teacher perceptions of being held accountable for student achievement: A phenomenological study.
Hinz, Kathleen JoAnn Bevan.

Teacher perceptions of being held accountable for student achievement: A phenomenological study. - 207 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ed.D.)--University of Phoenix, 2011.

The purpose of this qualitative phenomenological study was to gain an understanding of elementary and middle schoolteachers' perceptions of being held accountable for student achievement by studying the lived experiences of teachers. The problem is that school districts' reliance on a single assessment, as the primary measure for teacher accountability, is the basis of teacher anxiety and frustration. Twenty-five participants were interviewed using a semi-structured open ended interview format and textual data was collected and analyzed. Four themes were extracted from the textual data using NVivo 8.0(c) to aid in the coding process. The four themes that emerged from the interview data included: individual teacher accountability, pressure, self-reflection, and self-evaluation. The themes were important to the understanding of the participants' perceptions of being held accountable for student achievement. The research findings supported the literature on accountability for student achievement creating anxiety and frustration for teachers. The findings add to the current literature that teachers support the concept of accountability yet struggle with the current design and reporting of accountability. Recommendations are made for educators and educational leaders. Educational leaders should develop a policy review process that aligns daily practice, policy, and resource allocation. Educators and educational leaders need to develop an evaluation tool that captures multiple measures of achievement in a growth model while promoting teacher self-reflection.

ISBN: 9781124705132Subjects--Topical Terms:

1035576
Education, Leadership.

Teacher perceptions of being held accountable for student achievement: A phenomenological study.
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035 $a (UMI)AAI3459307
035 $a AAI3459307
040 $a UMI $c UMI
100 1 $a Hinz, Kathleen JoAnn Bevan. $3 1678399
245 1 0 $a Teacher perceptions of being held accountable for student achievement: A phenomenological study.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: Elizabeth Young.
502 $a Thesis (Ed.D.)--University of Phoenix, 2011.
520 $a The purpose of this qualitative phenomenological study was to gain an understanding of elementary and middle schoolteachers' perceptions of being held accountable for student achievement by studying the lived experiences of teachers. The problem is that school districts' reliance on a single assessment, as the primary measure for teacher accountability, is the basis of teacher anxiety and frustration. Twenty-five participants were interviewed using a semi-structured open ended interview format and textual data was collected and analyzed. Four themes were extracted from the textual data using NVivo 8.0(c) to aid in the coding process. The four themes that emerged from the interview data included: individual teacher accountability, pressure, self-reflection, and self-evaluation. The themes were important to the understanding of the participants' perceptions of being held accountable for student achievement. The research findings supported the literature on accountability for student achievement creating anxiety and frustration for teachers. The findings add to the current literature that teachers support the concept of accountability yet struggle with the current design and reporting of accountability. Recommendations are made for educators and educational leaders. Educational leaders should develop a policy review process that aligns daily practice, policy, and resource allocation. Educators and educational leaders need to develop an evaluation tool that captures multiple measures of achievement in a growth model while promoting teacher self-reflection.
590 $a School code: 0850.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Teacher Training. $3 783747
690 $a 0449
690 $a 0530
710 2 $a University of Phoenix. $3 1018420
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a Young, Elizabeth, $e advisor
790 $a 0850
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459307