No Child Left Behind and the Quest for Educational Equity: The Role of Teachers' Collective Sense of Efficacy

Evans, Andrea E.

doi:10.1080/15700760802416081

Cited by 24 publications

(30 citation statements)

References 55 publications

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“…Teachers are asked to apply their data-based findings to their personal teaching activities. Evans (2009) stated that reform strategies, such as strategies to enhance data use, are only as effective as the individuals who deliver or implement them. 'Much more attention needs to be paid to the psychological states of teachers and leaders, as what they do most likely is derived from what they think about what they do and who they serve' .…”

mentioning

confidence: 99%

Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher

Prenger

Schildkamp

2018

Educational Psychology

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confidence: 99%

Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher

Prenger

Schildkamp

2018

Educational Psychology

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“…Students will, therefore, learn what the task leads them to do. The ''task'' is constituted by three aspects of students' work: (1) the products students are expected to generate (e.g., an essay); (2) the operations students are expected to use to generate the product (e.g., memorizing a list of words); (3) the givens or the resources available to students while they are generating the product Nystrand and Gamoran (1991), Cuban (1986) High cognitive demand Newmann and Associates (1996) Low collective efficacy Evans (2009) High collective efficacy Hoy et al (2006) Low student expectations, particularly for marginalized student groups Brophy (1983), Cochran-Smith et al (2004), Cooper and Tom (1984), , Howard (2003), Ketter and Lewis (2001), Miron 1996, Raudenbush (1984, Rousseau and Tate (2003) High expectations for all students…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Redefining high performance in Northern Ireland: Deeper learning and twenty-first century skills meet high stakes accountability

Nehring

Szczesiul

2015

J Educ Change

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This study examined four secondary schools in Northern Ireland serving a significant percentage of low income families: two schools from the 'Maintained' (de-facto Catholic) sector, one school from the 'Controlled' (de-facto Protestant) sector, and one school from the 'Integrated' (mixed faith) sector. The objective was to identify when and how the schools fostered higher level cognitive skills, interpersonal skills and intrapersonal skills, known collectively in the literature as twenty-first century learning. This paper focuses on the Integrated school as representative of many of the attributes encountered in all four schools and as a particular exemplar of high performance. The selected school served 28 % low income families, consistently outperformed demographic peers on required exams for the General Certificate of Secondary Education, and revealed through inspection reports and professional reputation a school wide commitment to instruction of twenty-first century skills. Analysis of classroom observations and focus group interviews with students, teachers, and administrators revealed that (1) Twenty-first century task demand is relatively higher when student learning is assessed with portfolios, performances, and local assessment practices, and twenty-first century task demand is relatively lower when learning is assessed with external exams. (2) Pastoral care, thoughtfully deployed, is a powerful lever for twenty-first century learning.(3) Cross-community contact, developed in meaningful ways, is a potentially powerful lever not only for peace-building in the province, but high level learning for the province's youth. (4) The School fostered twenty-first century skills by advancing a vision for learning that extends well beyond the low level demand of state accountability metrics. Recommendations for policy and practice are offered.

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“…While state policy in general gives districts latitude to develop alternative programs, it is often left to alternative school educators to provide meaningful learning experiences to the least successful students (Ruiz de Velasco et al, 2008). It is also well documented that teacher efficacy remains a powerful factor impacting student learning and achievement (Darling-Hammond, 2004;Evans, 2009;Rice, 2010). Achieving desired learning outcomes in the alternative school settings is often dependent on specific instructional strategies chosen by the teachers.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Enactment of Equity in Alternative Schools: A critical discourse analysis

Hemmer¹

2012

JCIE

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Purpose: Understanding the needs of at-risk students is thought to be an essential element for educators when they formulate and design alternative educational settings. Yet, it may be difficult for educators to distinguish between responding to the needs of an at-risk student and providing educational equity. The researcher applied equity principles and policy implementation literature to explore how alternative school teachers of at-risk students define, interpret and enact equity. Research Methods: This research was designed as a qualitative cross-case study focusing on five alternative schools in California and Texas. A qualitative thematic analysis was first applied to interviews from fifteen alternative school teachers, followed by a critical discourse analysis of government artifacts, and discursive and social practices. Findings: Teachers’ enactment of equity equated to opportunity; at-risk students were afforded equity by virtue of enrollment in the schools. Implicitly, teachers acted as gate keepers to their classroom and as such only certain students were entitled to attend. Equity arguments emerged when external forces were perceived as creating inequities. Implicit equity arguments emerged by how teachers defined success. Implications: Innovative design and practices used in alternative schools are insufficient for ensuring equity. Enactment of equity through pedagogical choices is reduced by policy procedures. Research is needed in areas: a) that will help teachers reflect on their values and priorities for at-risk students and b) of how efficacy is measured for the alternative school.

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No Child Left Behind and the Quest for Educational Equity: The Role of Teachers' Collective Sense of Efficacy

Cited by 24 publications

References 55 publications

Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher

Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher

Redefining high performance in Northern Ireland: Deeper learning and twenty-first century skills meet high stakes accountability

Teachers’ Enactment of Equity in Alternative Schools: A critical discourse analysis

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