Potential Psychosocial and Instructional Consequences of the Common Core State Standards: Implications for Research and Practice

Saeki, Elina; Pendergast, Laura L.; Segool, Natasha K.; Embse, Nathaniel P. von der

doi:10.1007/s40688-014-0043-5

Cited by 26 publications

(25 citation statements)

References 56 publications

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“…Similarly, "effective" teachers may engage in less than optimal instructional practices when faced with school-level pressures to raise student test scores (Saeki, Pendergast, Segool, & von der Embse, 2015).…”

Section: Instructional Contextmentioning

confidence: 99%

Examining the context of instruction to facilitate student success

Embse

Putwain

2015

School Psychology International

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Identifying effective instructional practices and effective teachers is an important issue in educational research, policy, and practice. However, many schools have resorted to measuring these constructs with student test scores, ignoring the instructional context. In this introductory article to the special issue, we highlight the importance of the instructional context as facilitating of teacher-student relationships, effective instructional practices, and supporting of student success.

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Section: Instructional Contextmentioning

confidence: 99%

Examining the context of instruction to facilitate student success

Embse

Putwain

2015

School Psychology International

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“…Additionally, schools should consider the unintended consequences of test‐based accountability policies while working to promote a positive school climate (Saeki et al., ). This may include open discussions about what testing does and does not measure, the purpose of standardized assessments, and the development and implementation of accountability policies using student scores on standardized assessments.…”

Section: Discussionmentioning

confidence: 99%

“…Student performance on standardized tests is playing an increasingly prominent role in evaluating teacher and school effectiveness as well as assessing student academic progress. Several federal and state‐level initiatives and legislative policies have resulted in increasing use of student scores on annual high‐stakes assessments for teacher evaluation (Saeki, Pendergast, Segool, & von der Embse, ). The Every Student Succeeds Act (ESSA), which is the recent reauthorization of the No Child Left Behind Act (NCLB), mandates state‐level educational accountability policies that hold schools accountable for student achievement (No Child Left Behind Act of 2001, ; Every Student Succeeds Act, ).…”

mentioning

confidence: 99%

“…The coalescence of these initiatives has resulted in new teacher evaluation systems that use student scores on high‐stakes assessments to assess teacher effectiveness and use student performance on these assessments as an end product that factors into teacher employment decisions (Saeki et al., ). For example, some states have implemented policies to use student test scores for teacher annual evaluations, pay raises, and tenure decisions (Amrein & Berliner, ).…”

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confidence: 99%

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The influence of test‐based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress

Saeki

Segool

Pendergast

et al. 2018

Psychology in the Schools

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This study examined the potential influence of test-based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high-stakes tests to evaluate teachers indirectly was related to teachers' professional investment via test stress in the environment. Although students in kindergarten through second grade do not take high-stakes assessments, early elementary teachers reported high levels of stress associated with test-based accountability policies. This study provides data across multiple states that test-based accountability policies may have negative influences on school environment and teacher stress among early elementary teachers. Implications for practice and research are discussed.

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“…Desimone (2013) identified deficiencies in evidence as to how teachers react to new standards-based reform. Saeki, Pendergast, Segool, & Embse (2015) suggest new CCSS-aligned standards, assessments, and evaluations may have "unintended negative consequences on teacher well-being, instructional practices, and student learning outcomes" (p.96). They suggest future research should focus on the accountability practices and the relationships to instructional practice.…”

Section: Deficiencies In the Evidencementioning

confidence: 99%

case study of teachers' perceptions of instruction and self-efficacy as impacted by race to the top policy

Chirles¹

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This qualitative case study examined teachers' perceptions of their instruction and selfefficacy during the implementation of Race to the Top initiatives. The site for the case study was a highly effective public school district in Southwest Connecticut. Participants included four middle school teachers who have taught in Grades 6 through Grade 8 since the 2012-2013 school year. Student achievement data, professional development documents, self-efficacy survey data, and focus group data were collected and analyzed. This case study looked at one district's approach to implementing policy to better understand the perspectives of teachers experiencing policy change to answer two research questions: 1) How do teachers perceive their instructional practices been impacted since the implementation of RTTT curriculum and assessment initiatives? 2) How do teachers perceive their instructional self-efficacy since the implementation of RTTT initiatives? Through the examination of teacher perceptions of the influence of policy on their instructional practices, this study assists change agents implementing future policies. Findings of the study are: 1) Teachers were provided with resources that enabled them to implement instructional changes. 2) Teachers' instructional practices were influenced by the Smarter Balanced accountability. 3) Teachers' self-efficacy has been impacted in preparing for the Smarter Balanced Assessment. 4) Regardless of level of self-efficacy, teachers feel an increase in stress. 5) Strong teacher self-efficacy supported a shift in instructional practices to develop student learning habits.

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Potential Psychosocial and Instructional Consequences of the Common Core State Standards: Implications for Research and Practice

Cited by 26 publications

References 56 publications

Examining the context of instruction to facilitate student success

Examining the context of instruction to facilitate student success

The influence of test‐based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress

case study of teachers' perceptions of instruction and self-efficacy as impacted by race to the top policy

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