Constrained professionalism: Dilemmas of teaching in the face of test-baseda accountability

Teachers College Record

Volumn 111, Issue 4, 2009, Pages 1065-1114

  Wills, John S ^a   Sandholtz, Judith Haymore ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 64549084989     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (37)

1. Armento, B. J., Nash, G. B., Salter, C. L., & Wixson, K. K. (1991). America will be. Boston: Houghton Mifflin.
2. Brint, S. (1994). In an age of experts: The changing role of professionals in politics and public life. Princeton, NJ: Princeton University Press.
3. Cuban, L. (1992). Managing dilemmas while building professional communities. Educational Researcher, 21(1), 4-11.
4. Darling-Hammond, L. (1985). Valuing teachers: The making of a profession. Teachers College Record, 87, 205-218.
5. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1). Retrieved from July 15, 2004, from http://epaa.asu.edu/epaa/v8nl.
6. Friedson, E. (2001). Professionalism, the third logic: On the practice of knowledge. Chicago: University of Chicago Press.
7. Good, T., & Brophy, J. (1994). Looking in classrooms (6th ed.). New York: HarperCollins.
8. Goodlad.J. (1984). A place called school: Promise for the future. New York: McGraw-Hill.
9. Hawley, W. D., & Rosenholtz, S. (1985). Good schools: What research says about improving student achievement. Peabody Journal of Education, 61(4), 1-178.
10. Jackson, P. (1986). The practice of teaching. New York: Teachers College Press.
11. Leicht, K. T., & Fennell, M. L. (2001). Professional work: A sociological approach. Maiden, MA: Blackwell.
12. McLaughlin, M. W. (1991). Test-based accountability as a reform strategy. Phi Delta Kappan, 73, 248-251.
13. McNeil, L. M. (1986). Contradictions of control: School knowledge and school structure. New York: Routledge and Kegan Paul.
14. McNeil, L. M. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge.
15. Munby, H., Russell, T., & Martin, A.K. (2001). Teachers' knowledge and how it develops. In V. Richardson (Ed.), Fourth handbook of research on teaching (pp. 877-904). Washington, DC: American Educational Research Association.
16. National Board for Professional Teaching Standards. (1999). What teachers should know and be able to do. Arlington, VA: Author.
17. National Commission on Teaching and America's Future. (1996). What matters most: Teaching for America's future. New York: Author.
18. National Commission on Teaching and America's Future. (2003). No dream denied: A pledge to America's children. New York: Author.
19. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
20. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Fourth handbook of research on teaching (pp. 905-947). Washington, DC: American Educational Research Association.
21. Rosenholtz, S. J. (1987). Education reform strategies: Will they increase teacher commitment? American Journal of Education, 95, 534-562.
22. Rosenholtz, S. (1989). Teachers' workplace: The social organization of schools. New York: Longman.
23. Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376-391). New York: Macmillan.
24. Sandholtz,J. H., Ogawa, R. T., & Scribner, S. P. (2004). Standards gaps: Unintended consequences of local standards-based reform. Teachers College Record, 106, 1177-1202.
25. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
26. Shulman, L. S. (1999). Foreword. In L. Darling Hammond & G. Sykes (Eds.), Teachingas the learning profession: Handbook of policy and practice (pp. xi-xiv). San Francisco: Jossey-Bass.
27. Sizer, T. (1985). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.
28. Sykes, G. (1999). Introduction: Teaching as the learning profession. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. xv-xxiii). San Francisco: Jossey-Bass.
29. Taylor, G., Shepard, L., Kinner, F., & Rosenthal.J. (2003). A survey of teacher's perspectives on high-stakes testing in Colorado: What gets taught, what gets lost (CSE Technical Report No. 588). (ERIC Document Reproduction Service No. ED475139)
30. Thornton, S. J., & Houser, N. (1996). The status of the elementary social studies in Delaware: Views from the field. (ERIC Document Reproduction Service No. ED 404 239).
31. VanFossen, P.J. (2005). "Reading and math take so much time⋯.": An overview of social studies instruction in elementary classrooms in Indiana. Theory and Research in Social Education, 33, 376-403.
32. VanSledright, B. A., & Grant, S. G. (1994). Citizenship education and the persistent nature of classroom teaching dilemmas. Theory and Research in Social Education, 22, 305-339.
33. Von Zastrow, C, & Jane, H. (2004). Academic atrophy: The condition of the liberal arts in America's public schools (Report to the Council for Basic Education). New York: Council for Basic Education.
34. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
35. Wills, J. S. (2006). Authority, culture, context: Controlling the production of historical knowledge in elementary classrooms. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research, and practice (pp. 33-62). Mahwah, NJ: Erlbaum.
36. Wills, J. S. (2007). Putting the squeeze on social studies: Managing teaching dilemmas in subject areas excluded from state testing. Teachers College Record, 109, 1980-2046.
37. Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.