The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

Educational Psychology

Volumn 37, Issue 3, 2017, Pages 312-331

  von der Embse, Nathaniel P ^a   Schoemann, Alexander M ^b   Kilgus, Stephen P ^c   Wicoff, Maribeth ^b   Bowler, Mark ^b  

^a TEMPLE UNIVERSITY   (United States)

^b EAST CAROLINA UNIVERSITY   (United States)

^c UNIVERSITY OF MISSOURI   (United States)

Author keywords

educational accountability; High stakes testing; teacher stress

Indexed keywords

EID: 84966874397     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410.2016.1183766     Document Type: Article

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