State efforts to improve students’ reading and language arts achievement: Does the left hand know what the right is doing?

The Effects of Educational Accountability on Teachers: Are Policies Too Stress Provoking for Their Own Good?

“…One suggestion was having more opportunities to interact with legislators about education and policy. Teachers may take the initiative to contact legislators or have their opinions heard through their union or other means, but their voices are often not strongly present in debates over policies or reforms (M. G. Jones et al, 1999;S. D. Miller, Hayes, & Atkinson, 1997;Smith & Fey, 2000).…”

“…D. Miller, Hayes, & Atkinson, 1997;Smith & Fey, 2000). If state officials don't provide an invitation and process in which teachers can provide input, they risk mistrusting the people they most need to make their policies work (for an example of this process in action, see S. D. Miller et al, 1997). Giving teachers a means to have more policy input also makes policies more consistent.…”

"We're not just whistling Dixie”: Policymakers’ perspectives on state education reform

“…With findings of the two earlier studies in mind (Miller, Hayes, & Atkinson, 1997a;1997b), the subsequent case study was designed. In linking relevant research with a particular reform initiative, a deeper understanding of the characteristics, assumptions, and consequences of reform efforts may be gained (Stake, 1995;Yin, 1994).…”

“…studies examined why state policymakers implemented these measures and their effects on teachers' instructional practices (Miller, Hayes, & Atkinson, 1997a;1997b). The first study showed that teachers had a limited understanding of how their instructional practices should change as a result of their state's new reform agenda.…”