Accounting for mediatization in the era of individualized consequential accountability

Head, James Christopher; Pryiomka, Karyna

doi:10.1080/02680939.2019.1566578

Cited by 6 publications

(6 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Michigan implements the Schools of Choice program 1 which allows districts to make decisions about whether or not to accept students from outside the district (Michigan Department of Education, 2013), many underresourced schools face concerns that influence staffing decisions. Although the state policy provides clear guidelines for teacher evaluation based on established measures, principals’ day-to-day practices bear tensions from both calculation-based accountability and relational obligations to others in their schools as communities (Head & Pryiomka, 2019; Kim, 2020). For example, this teacher evaluation policy led one school principal in a rural region of the state, Principal Johnson, to confront what he perceived as an ethical dilemma to meet teacher evaluation requirements at the district and state levels and still respond effectively to the desires of school stakeholders.…”

Section: Teaching Case Narrativementioning

confidence: 99%

“…Blue Hill is an example of the broader landscape of American school systems in which market forces, efficiency, and performance-oriented approaches have been prioritized along with education policies (Carpenter, 2019; Head & Pryiomka, 2019; Ingle et al, 2015). Henig (2009) argued that this trend actually led to the end of “educational exceptionalism—the existence of education as a distinct and semi-autonomous decision-making arena” (p. 126).…”

Section: Teaching Notesmentioning

confidence: 99%

See 1 more Smart Citation

Who Should Get “Ineffective”? A Principal’s Ethical Dilemmas on Teacher Evaluation

Kim

Lowery

2020

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

School principals play a critical role in evaluating teachers and providing feedback, but high-stakes evaluation policies at the local and state levels can create ethical dilemmas for principals. In this case, an underresourced rural school principal has to report a certain number of “ineffective” teachers to meet a requirement from the district teacher evaluation, even though the principal does not think any teacher in his school deserves to receive an “ineffective” rating. This study can be used to help students unpack issues of dilemmas coming from consequential accountability policies that overlook the relational ethos of educators and leaders in school practice.

show abstract

Section: Teaching Case Narrativementioning

confidence: 99%

Section: Teaching Notesmentioning

confidence: 99%

Who Should Get “Ineffective”? A Principal’s Ethical Dilemmas on Teacher Evaluation

Kim

Lowery

2020

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

show abstract

“…There are also some other negative factors affecting teachers' performance. Head & Pryiomka (2020), for instance, investigate the inconsistency of various teaching materials used for teaching in the same class.…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Study of the Working Conditions of Science Teachers

Utemov¹

2020

ARPHA Proceedings

View full text Add to dashboard Cite

Effectiveness of instruction in science education largely depends on whether the teachers are satisfied with their working conditions. Consequently, administrative measures aimed at improving working conditions for teachers will also improve the quality of science teaching. The students of teachers, who have the same experience, similar qualifications and some other characteristics, achieve different learning outcomes. We can specify a set of working conditions that influence the effectiveness of science training and the quality of educational programs. In this study, science teachers are teachers of Physics, Chemistry, Biology, Anatomy, Ecology, and other related subjects. Accordingly, the article is aimed at analyzing the indicators of teacher working conditions in science education and developing a system of organizational and managerial measures to support the work of science teachers on the basis of these indicators. The research methods are data collection by means of a questionnaire survey of teachers and other school staff, analysis of the characteristics of science teaching, modeling and statistical analysis of the research data. The study was conducted in 2019-2020; 1,146 employees of secondary schools of European Russia were involved in the study, including 310 science teachers. The author of the article has arrived at the following conclusion: the most significant motives in choosing the profession of a science teacher are the possibility to influence the child development and to participate in solving social problems; participation in seminars and meetings with the education authorities and collaboration with other young teachers are the most common measures for professional adaptation of novice science teachers; more than half of the school teachers, according to science teachers, are ready for change and innovation and, and they provide support in the process of implementing innovations. The teachers report that the most common sources of stress are a feeling of responsibility for students' learning achievements, administrative work, and classroom preparation. The theoretical significance of the study lies in its contribution to deeper scientific understanding of the current working conditions of teachers in science education that influence the effectiveness of instruction and the quality of educational programs. The findings of the research can help in developing a set of organizational and managerial measures for supporting science teachers in their work taking into account the specifics of science education.

show abstract

“…A detailed account of this research program can be found inHead (2020) and complementary analyses can be found inHead (2019) andHead & Pryiomka (2020).…”

mentioning

confidence: 99%

Opening the Black Box: A primer for the Listening Guide method of narrative inquiry.

Tolman¹,

Head²

2021

Qualitative Psychology

Self Cite

View full text Add to dashboard Cite

The Listening Guide (LG) is a method for narrative inquiry into people's inner worlds, their sense-making, and their navigation of experiences, relationships, and conflicts. The LG is appropriate for research questions predicated on unearthing the "psychological logic" of how people live with, in and against conflict and challenge in human experience. A fundamental principle of the LG is that the psyche-the soul, the self, the inner worldis relational, dynamic, embodied, and in constant inter-action with the social, material, and cultural contexts within which experience occurs, and enters the social world through the telling of stories about one's experience. We offer a "how to" primer to clarify what the LG method is and how to do a LG analysis. We begin by laying out this methodology-the foundational commitments of curiosity and empathy-by clarifying the key concepts of the embedded psyche, voice(s) and voicing, and relational attunement-to make clear that the LG is an interpretive approach focused on illuminating the psychological processes and psychological logic of the people who share their stories with us. We will then explain the method, the fundamentals of the five steps that comprise a LG analysis, providing a succinct scaffolding of how this methodology is translated into a method. Finally, we will put "flesh on the bones" of this scaffolding by presenting two LG analyses from our own very different studies, showing how each step works toward building an interpretation to answer a research question, including our reflective analytic processes.

show abstract

Accounting for mediatization in the era of individualized consequential accountability

Cited by 6 publications

References 30 publications

Who Should Get “Ineffective”? A Principal’s Ethical Dilemmas on Teacher Evaluation

Who Should Get “Ineffective”? A Principal’s Ethical Dilemmas on Teacher Evaluation

A Comparative Study of the Working Conditions of Science Teachers

Opening the Black Box: A primer for the Listening Guide method of narrative inquiry.

Contact Info

Product

Resources

About