Gamed by the System

Hochbein, Craig; Mitchell, Amanda M.; Pollio, Martin

doi:10.1177/0192636513479139

NASSP Bulletin

2013

DOI: 10.1177/0192636513479139

|View full text |Cite

Gamed by the System

Craig Hochbein

Amanda M. Mitchell

Martin Pollio³

Abstract: The recent policy focus on the turnaround of persistently low-achieving schools has generated considerable debate about the reforms needed to dramatically and quickly increase school performance. The purpose of this article is not to focus on specific turnaround interventions, but rather on the identification of schools slated to receive these interventions. Results from the study of 1,059 public schools suggested that operational definitions that relied on No Child Left Behind Act of 2001 metrics overidentifi… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2015

2022

Publication Types

Select...

Article3

Relationship

Self Cite1

Independent2

Authors

Journals

Cited by 3 publications

References 34 publications

(66 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

Turnaround leaders’ shifting gears in chronos and kairos time

Yoon

Barton

2019

JEA

View full text Add to dashboard Cite

Purpose In empirical research and practitioner guides, turnaround processes tend to be described in terms of discrete stages and strategies. Though necessary, this characterization belies the twists and turns of turnaround leadership. The purpose of this paper is to expand the assumptions of how turnaround proceeds in linear chronos time with the sensibilities of kairos time or the “right” time for turnaround leadership moves. Design/methodology/approach This study is an exploratory qualitative multi-case study with principals and their key supports (assistant principals, district leaders, teacher leaders) in four public turnaround schools. The grounded theory analysis conceptualizes the experiences of turnaround principals in flexible, complex ways. Findings The findings begin with a metaphor and definition of “shifting gears” at chronos and kairos times that emphasizes how turnaround principals make adaptive, agentic adjustments when moving forward through changing terrain. The second half of findings describes each principal’s experiences and reflections on their discernment of the right times for change within a chronological trajectory of turnaround. In addition, the leaders described shifting gears as strategic and responsive to contexts, sometimes taking a psychological toll. Originality/value Expanding notions of time in turnaround re-centers turnaround leaders as engaging in intellectually and emotionally demanding work. Such recognition challenges future research to address experiences and emotions in dynamic contexts. Hence, with this study, preparation programs and state and local systems may adjust holistic supports and leadership pipelines to sustain turnaround leaders.

show abstract

Turnaround leaders’ shifting gears in chronos and kairos time

Yoon

Barton

2019

JEA

View full text Add to dashboard Cite

show abstract

The Association between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model

Pollio¹,

Hochbein

2015

Teachers College Record: The Voice of Scholarship in Education

Self Cite

View full text Add to dashboard Cite

Background/Context From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved to meet the variety of educational stakeholder expectations for schools, teachers, and students. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to examine the role of standards-based grading in a high school reform by assessing the relationships between differing grading approaches and standardized test achievement. Setting The study examined student performance from 11 high schools operating in a large metropolitan school district. Population/Participants/Subjects The sample of students included two cohorts of 1,163 and 1,256 11th grade students who completed an Algebra 2 course and the state standardized test. Intervention/Program/Practice Each of the high schools implemented a locally designed reform known as Project Proficiency. A key component of the reform included utilizing standards-based grading to assess student proficiency of the content. Research Design This study utilized a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores. Data Collection and Analysis The data for the study included the students’ final grades, standardized test scores, and basic demographic information. Findings/Results Results indicated that the rate of students earning an A or B in a course and passing the state test approximately doubled when utilizing standards-based grading practices. In addition, results indicated that standards-based grading practices identified more predictive and valid assessment of at-risk students’ attainment of subject knowledge. Conclusions/Recommendations The article demonstrates the benefits of using standards-based grading in reforms attempting to improve the academic performance of secondary schools, but also notes how restriction of grades to mastery of standards will challenge educators’ perception of their abilities and students’ efforts. The article also notes the methodological limitations of prior grading research and suggests the need for more robust studies assessing grading practices, student achievement, and school performance.

show abstract

When is Psychological Safety Helpful in Organizations? A Longitudinal Study

Higgins

Dobrow

Weiner³

et al. 2022

AMD

View full text Add to dashboard Cite

Prior research has documented many benefits associated with team-level psychological safety.However, we know little about the boundary conditions of psychological safety, such as how it operates at the organization level and if and when it is helpful over time. In the present research, we explore how organization-level psychological safety, in conjunction with another aspect of workplace climate, felt accountability, impacts organizational performance over time. Our study is situated in the New York City public school system, a context rife with uncertainty and calls for change, including immense pressure on teachers to produce and improve student outcomes.Drawing on over 170,000 survey responses from teachers in 545 schools across three years, our multilevel analyses unexpectedly show that psychological safety is not on its own, nor necessarily, "helpful" with regards to organizational performance over time. Indeed, the best conditions for fostering organizational performance occurred when psychological safety was relatively low and felt accountability was relatively high. Thus, these two dimensions of workplace climate appear to be interrelated in critical ways over time, albeit unexpectedly. We conclude with implications of our discoveries for future research on psychological safety and felt accountability, and we propose new lines of research on the roles of interdependence, attention, and time for studying psychological safety at the organization level.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Gamed by the System

Cited by 3 publications

References 34 publications

Turnaround leaders’ shifting gears in chronos and kairos time

Turnaround leaders’ shifting gears in chronos and kairos time

The Association between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model

When is Psychological Safety Helpful in Organizations? A Longitudinal Study

Contact Info

Product

Resources

About