“Our Schools Turned Into Literal Police States.”: Disciplinary Power and Novice Teachers Enduring a Cheating Scandal

Martin, Anne; Fisher-Ari, Teresa R.; Kavanagh, Kara M.

doi:10.1080/00131946.2020.1745809

Cited by 5 publications

(7 citation statements)

References 22 publications

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“…The scandal broke publicly during the fall semester. In the spring, as the public investigation intensified, CMs, their colleagues, and students undertook another round of high-stakes standardized assessments under intense scrutiny (Martin et al, 2020). CMs frequently reflected upon the challenges and affronts they encountered as the scandal became public and the backlash unfolded.…”

Section: Methodsmentioning

confidence: 99%

“…These clusters illuminated the historical, social, economic, and political conditions shaping teacher socialization and student learning during this scandal. Other manuscripts detail the model in full and describe clusters of themes which represent critical aspects of this model (Fisher-Ari et al, 2017a, 2017b; Martin et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…It is impossible to understand this without situating these challenges inside the breaking of a high-stakes testing scandal , which unfolded that year. While another manuscript (Martin et al, 2020) explores the CMs’ experience of the scandal and its aftermath more deeply, it is imperative to situate these schools and teachers steeped in this deleterious climate. All were affected by the chronic violations and toxic climate leading up to the scandal, the fallout, and subsequent reactivity of AD and school leaders.…”

Section: Methodsmentioning

confidence: 99%

“…However, at the time of this study, nothing could have prepared us (the authors) for the micropolitical context that socialized our TFA students during this inquiry. Specifically, a cheating scandal broke during our examination into TFA teachers’ unique socialization (Martin et al, 2020). These novice CMs were socialized amid damaging standardized test-based accountability policies (Achinstein, et al, 2004; Au, 2016, 2020; Crocco & Costigan, 2007; Portz, 2021) and TFA’s data-driven achievement discourses (Fisher-Ari et al, 2017a; Veltri, 2016) that position CMs as solely accountable for their students’ outcomes (Fisher-Ari et al, 2017b; Kavanagh & Fisher-Ari, 2017; Maloney, 2013).…”

Section: Teacher Socialization In the Accountability Eramentioning

confidence: 99%

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“This School is Killing my Soul”: Threat Rigidity Responses to High-Stakes Accountability Policies

et al. 2022

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Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools’ responses to these threats shape novice Teach for America Corp Members’ (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their experiences during a high-stakes cheating scandal, we argue that schools’ responses indicated a threat rigidity response that allowed what we call the mesosystem of transgressions to occur. Our implications present ways to (a) mitigate threats inflicted on schools through unjust policies and practices and (b) enact equitable public schools.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Teacher Socialization In the Accountability Eramentioning

confidence: 99%

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“This School is Killing my Soul”: Threat Rigidity Responses to High-Stakes Accountability Policies

et al. 2022

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“…By analyzing the competence level of teachers, the schools can find discrepancies between the expected and actual performance of teachers that allows them to modify their policies and criteria to reach their goals (Skaalvik & Skaalvik, 2017). The Appraisal system entails the purpose of empowering the school administration to get more control through continuous supervision and evaluation; some would attribute it as 'harassing,' 'bullying,' or even 'policing' the teachers (Arif, 2018;Martin, Fisher-Ari & Kavanagh, 2020).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Factors Affecting the Satisfaction of School Teachers with Performance Appraisal System in Punjab

Arif¹,

Nadeem²,

Khaliq

2020

RJSSER

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Performance Appraisal System (PAS) is the tool the education department of Pakistan uses to evaluate the performance of teachers. Survey research was conducted to determine the satisfaction level of public-school teachers with conduction and outcomes of PAS. The correlational research design was planned to determine the perceptions of the teachers about their competencies in areas evaluated by PAS and its outcomes. A multistage random sampling technique was used to access the target sample of 900 higher secondary school teachers from 12 out of 36 districts of Punjab. Since it was a pioneer study, a self-constructed questionnaire was used for the survey piloted on two out of 12 selected districts. The questionnaire was distributed among 1200 teachers; 960 were retrieved, and 900 were tabulated and recorded on SPSS 21 for the final analysis. Both descriptive and inferential statistics were applied. After ensuring reliability, the items were factorized using the exploratory factor analysis technique yielding six factors. Pearson Correlation was conducted to determine the strength of the relationship among the variables, while multiple linear regressions using the stepwise method were conducted to get informed with the critical risk factors associated with the satisfaction of teachers with the conduction of PAS. The results reveal a highly complex situation faced by school teachers; though teachers have displayed complete knowledge about the conduction of the PAS process and its consequences, yet, not only the teachers seem deficient in the needed skills; they also lack motivation for self-development.

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Testing and cheating: technologies of power and resistance

Doerr

2021

Cult Stud of Sci Educ

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“Our Schools Turned Into Literal Police States.”: Disciplinary Power and Novice Teachers Enduring a Cheating Scandal

Cited by 5 publications

References 22 publications

“This School is Killing my Soul”: Threat Rigidity Responses to High-Stakes Accountability Policies

“This School is Killing my Soul”: Threat Rigidity Responses to High-Stakes Accountability Policies

Factors Affecting the Satisfaction of School Teachers with Performance Appraisal System in Punjab

Testing and cheating: technologies of power and resistance

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