Learning To Teach in an Age of Accountability

Costigan, Arthur T.; Zumwalt, Karen; Crocco, Margaret Smith

doi:10.4324/9781410610959

Cited by 32 publications

(14 citation statements)

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“…An overly rigid curriculum can reduce teachers' sense of professionalism and compromise some of the intrinsic rewards of teaching (Johnson, 1990;Lortie, 1975;McNeil, 2000). In a recent study, new teachers cited mandated curriculum and scripted lessons as primary reasons for leaving the profession (Costigan, Crocco, & Zumwalt, 2004). Although new teachers typically expect and appreciate detailed curriculum guidance, they also hope to adapt or modify the curriculum as they see fit (Kauffman et al, 2002).…”

Section: Curriculummentioning

confidence: 99%

The support gap: New teachers' early experiences in high-income and low-income schools

Johnson

Kardos

Kauffman

et al. 2004

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In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job. They find that a "support gap" exists: new teachers in low-income schools are less likely than their counterparts in high-income schools to experience timely and information-rich hiring, to benefit from mentoring and support by experienced colleagues, and to have a curriculum that is complete and aligned with state standards, yet flexible for use in the classroom. Such patterns of difference between high-income and lowincome schools warrant careful consideration because they reveal broad patterns of inequity, which can have severe consequences for low-income students. Survey data for this study were collected from random samples of teachers in five states. One survey, focusing on hiring practices and teachers’ relationships with colleagues, was administered to 374 first-year and secondyear teachers in Florida, Massachusetts, and Michigan. A second survey, focusing on curriculum, was administered to 295 second-year elementary school teachers in Massachusetts, North Carolina, and Washington. The inequitable patterns of support for teachers reported here have important implications for the work of state policymakers, school district administrators, and principals. The authors describe these and offer recommendations for policy and practice in the conclusion.

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Section: Curriculummentioning

confidence: 99%

The support gap: New teachers' early experiences in high-income and low-income schools

Johnson

Kardos

Kauffman

et al. 2004

EPAA

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show abstract

“…We have also found that many new teachers are remarkably resilient in finding ways to deal with the challenges of "learning to teach in an age of accountability" (Costigan & Crocco, 2004). Such variation in outcomes depends on multiple factors: school culture (and its leadership and mentoring conditions), grade level (because narrowing of curriculum and pedagogical options is sometimes more extreme in NYC middle schools), and teacher pathways into the NYC public schools (either through alternative preparation or traditional teacher education programs).…”

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confidence: 98%

The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out

2007

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Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the “narrowing of curriculum,” new teachers in New York City (NYC) find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished—all critical factors in their expressed job satisfaction. These indirect consequences of accountability regimen as it operates in NYC may exacerbate new teacher attrition, especially from schools serving low-income students. The data reported here suggest a mixed picture of frustration and anger, alongside determination, resistance, and resilience in the face of these impositions. Responses vary by school and grade level, lending support to the notion that the organizational environment serves as a critical factor in teachers' early career decisions about staying or leaving a school or the profession.

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“…Some states, such as Texas, made these assessments “high stakes,” meaning schools faced sanctions if they did not meet set benchmarks indicating success. Testing continued to boom even though studies of high‐stakes accountability did not find it necessarily led to improved student learning outcomes (Costigan & Crocco, 2004).…”

Section: A Brief History Of Accountability Policymentioning

confidence: 99%

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Morris

Scher

Sauter

2004

Cancer

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Dermatomyositis has been modeled as an autoimmune disease largely mediated by the adaptive immune system, including a local humorally mediated response with B and T helper cell muscle infiltration, antibody and complement‐mediated injury of capillaries, and perifascicular atrophy of muscle fibers caused by ischemia. To further understand the pathophysiology of dermatomyositis, we used microarrays, computational methods, immunohistochemistry and electron microscopy to study muscle specimens from 67 patients, 54 with inflammatory myopathies, 14 with dermatomyositis. In dermatomyositis, genes induced by interferon‐α/β were highly overexpressed, and immunohistochemistry for the interferon‐α/β inducible protein MxA showed dense staining of perifascicular, and, sometimes all myofibers in 8/14 patients and on capillaries in 13/14 patients. Of 36 patients with other inflammatory myopathies, 1 patient had faint MxA staining of myofibers and 3 of capillaries. Plasmacytoid dendritic cells, potent CD4+ cellular sources of interferon‐α, are present in substantial numbers in dermatomyositis and may account for most of the cells previously identified as T helper cells. In addition to an adaptive immune response, an innate immune response characterized by plasmacytoid dendritic cell infiltration and interferon‐α/β inducible gene and protein expression may be an important part of the pathogenesis of dermatomyositis, as it appears to be in systemic lupus erythematosus. Ann Neurol 2005;57:664–678

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Learning To Teach in an Age of Accountability

Cited by 32 publications

References 0 publications

The support gap: New teachers' early experiences in high-income and low-income schools

The support gap: New teachers' early experiences in high-income and low-income schools

The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out

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