An Analysis of Performance-Based Accountability: Factors Shaping School Performance in Two Urban School Districts

Powers, Jeanne M.

doi:10.1177/0895904803256789

Cited by 15 publications

(25 citation statements)

References 8 publications

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“…Teacher qualification-such as certification, majoring in the subject matter one teaches, and years of teaching experience-predicts both student and teacher perceptions of teaching effectiveness and, consequently, student achievement (Akiba, LeTendre, & Scribner, 2007;Koedel, 2009). It is likely that less qualified and less experienced teachers perceive the school environment as being less supportive and feel less effective at their job than their more experienced colleagues (Hoy & Woolfolk, 1993;Koth et al, 2008;Powers, 2003). Junior teachers have been shown to struggle with the implementation of effective teaching strategies (e.g., promoting collaboration among students) and effectively influencing the motivation of students in class (Rockoff, 2004).…”

Section: Classroom-or Teacher-level Factorsmentioning

confidence: 99%

Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Wang

Eccles

2014

J of Research on Adolesc

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The above article, published online on June 23, 2014 in Wiley Online Library (wileyonlinelibrary.com), has been retracted by agreement between the authors, the journal Editor-in-Chief, Nancy Guerra, and Wiley Periodicals, Inc. The retraction has been agreed upon following the discovery that this article contained inaccurate data. It came to the author's attention that the names of some of the items reported in the Measures section of the paper could not be correct because such items did not exist in the surveys. The authors tried to identify exactly which items had been used in the data analyses but they could not establish without some doubt exactly which items had actually been used. Reference Wang, M.-T. and Eccles, J. S. (2014), Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions. Journal of Research on Adolescence. doi: 10.1111/jora.12153.

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Section: Classroom-or Teacher-level Factorsmentioning

confidence: 99%

Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Wang

Eccles

2014

J of Research on Adolesc

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“…Small class sizes also enhance positive interactions between students and teachers and increase opportunities for individualized instruction (Deutsch, 2003; Haughey, Snart, & da Costa, 2001; Stecher & Bohrnstedt, 2002). Teacher qualifications – such as certification, degree in the subject matter one teaches, and years of teaching experience – are positively linked to teaching effectiveness and student achievement (Akiba, LeTendre, & Scribner, 2007; Koedel, 2009; Powers, 2003). Teacher qualifications tend to be weaker in high poverty classrooms (measured by the percentage of students qualifying for the federal school lunch program).…”

Section: Section III Links Of Sociocultural Biological and Contextmentioning

confidence: 99%

Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

Wang

Degol

2013

Developmental Review

608

495

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The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes.

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“…Although there is a clear and well‐documented relationship between SE context and student test scores (Crane, Huang, & Barrat, ; Powers, ; Sirin, ), research on the role of school SE context in reference to science instructional practice is sparse. Studies on the influence of SE context tend to fall into two areas: the first regards the relationship between instructional practice and the availability of resources, and the second pertains to teacher beliefs and behaviors toward students in poverty.…”

Section: Literature Reviewmentioning

confidence: 99%

Testing Predictors of Instructional Practice in Elementary Science Education: The Significant Role of Accountability

Hayes

Trexler

2015

Science Education

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Many resources have been committed to research on science teaching pedagogies, resulting in a robust understanding of best instructional practices. Yet, exposure to excellent science instruction in elementary school is haphazard at best and often inequitable. Although the research community has attended to the role of teacher traits, such as attitude and preparation, very little research examines the role of policy and context in constraining or supporting such best practices at the elementary level. This study attempts to fill this need through a multilevel model of how teacher traits, socioeconomic context (SE context), and accountability pressures predict students’ opportunity to engage in hands‐on and laboratory science education. Results indicate accountability pressure eclipsed all other predictors, including SE context, in accounting for variance in the model. Final analysis indicates that teachers at high accountability pressure schools spent about 60% less time using hands‐on and laboratory teaching methods than teachers at lower accountability pressure schools, an equity issue given the distribution of underrepresented students. Teacher traits including professional development, experience, attitude, and degree were insignificant in the model. This has implications for efforts to improve elementary science education in the United States, as research and national priorities have been focused primarily on teacher development.

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An Analysis of Performance-Based Accountability: Factors Shaping School Performance in Two Urban School Districts

Cited by 15 publications

References 8 publications

Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

Testing Predictors of Instructional Practice in Elementary Science Education: The Significant Role of Accountability

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