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Full-Text Articles in Education
Evaluative Relationships: Teacher Accountability And Professional Culture, Rachel Garver
Evaluative Relationships: Teacher Accountability And Professional Culture, Rachel Garver
Department of Educational Leadership Scholarship and Creative Works
Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erode professional culture. Implications for policymakers, school leaders, and teachers are considered.
Orienting Schools Toward Equity: Subgroup Accountability Pressure And School-Level Responses, Rachel Garver
Orienting Schools Toward Equity: Subgroup Accountability Pressure And School-Level Responses, Rachel Garver
Department of Educational Leadership Scholarship and Creative Works
This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.