Looking through different lenses: Teachers' and administrators' views of accountability

Phi Delta Kappan

Volumn 87, Issue 10, 2006, Pages 767-771

  Jones, Brett D ^a   Egley, Robert J ^b  

^a VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745743486     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170608701012     Document Type: Review

References (20)

1. M. Gail Jones et al., "The Impact of High-Stakes Testing on Teachers and Students in North Carolina," Phi Delta Kappan, November 1999, pp. 199-203; and
2. Dana Rapp, "National Board Certified Teachers in Ohio Give State Education Policy, Classroom Climate, and High-Stakes Testing a Grade of F," Phi Delta Kappan, November 2002, pp. 215-18.
3. Helen F. Ladd and Arnaldo Zelli, "School-Based Accountability in North Carolina: The Responses of School Principals," Educational Administration Quarterly, October 2002, pp. 494-529.
4. Education Week, Quality Counts, archive available at www.edweek. org/rc/articles/2004/10/15/qc-archive.html.
5. Brett D. Jones and Robert J. Egley, "Voices from the Frondines: Teachers' Perceptions of High-Stakes Testing," Education Policy Analysis Archives, 9 August 2004, available at http://epaa.asu.edu/epaa/v12n39;
6. Brett D. Jones and Robert J. Egley, idem, "Is Testing the Right Direction? Administrators Share Their Thoughts," ERS Spectrum, Summer 2004, pp. 16-25;
7. Brett D. Jones and Robert J. Egley, idem, "Improving Florida's TestBased Accountability System: Suggestions from Elementary School Administrators," Planning and Changing, vol. 35, 2004, pp. 169-80;
8. and Robert J. Egley and Brett D. Jones, "Rural Elementary Administrators' Views of High-Stakes Testing," The Rural Educator, Fall 2004, pp. 30-39.
9. Ibid. Robert J. Egley and Brett D. Jones, "Rural Elementary Administrators' Views of High-Stakes Testing," The Rural Educator, Fall 2004, pp. 30-39.
10. Florida Department of Education, Grading Florida Public Schools 2001-2002, 2002, available at www.firn.edu/doe/schoolgrades/pdf/guide02_ bw.pdf.
11. Florida Department of Education, FCAT Briefing Book, 2001, available at http://edg5250-85.fa01.fsu.edu/pdf%20files/fcat_brief.pdf.
12. Ibid. Florida Department of Education, FCAT Briefing Book, 2001, available at http://edg5250-85.fa01.fsu.edu/pdf%20files/fcat_brief.pdf.
13. Fernando Bartolme, "Nobody Trusts the Boss Completely - Now What?," Harvard Business Review, vol. 67, 1989, pp. 135-42; and
14. Tom R. Tyler, "Why Do People Rely on Others? Social Identity and Social Aspects of Trust," in Karen S. Cook, ed., Trust in Society (New York: Russell Sage Foundation, 2001), pp. 285-306.
15. Ronald Heck, "Principals' Instructional Leadership and School Performance: Implications for Policy Development," Educational Evaluation and Policy Analysis, Spring 1992, pp. 21-34;
16. David M. Quinn, "The Impact of Principal Leadership Behaviors on Instructional Practice and Student Engagement," Journal of Educational Administration, vol. 40, 2002, pp. 447-67;
17. and Cathrean Marie Siens and Howard Ebmeier, "Developmental Supervision and the Reflective Thinking of Teachers," Journal of Curriculum and Supervision, vol. 11, 1996, pp. 299-321.
18. Gail M. Jones, Brett D. Jones, and Tracy Y. Hargrove, The Unintended Consequences of High-Stakes Testing (Lanham, Md.: Rowman and Littlefield, 2003).
19. Edward M. Marshall, Transforming the Way We Work: The Power of the Collaborative Workplace (New York: AMACOM, 1995).
20. Tyler, op. cit.