Teacher change and “high-stakes” assessment: what happens to professional development?

Boardman, Alison G.; Woodruff, Althea L.

doi:10.1016/j.tate.2004.06.001

Cited by 58 publications

(41 citation statements)

References 13 publications

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“…When standards are consistent and clearly articulated and aligned at the state-, district-, and building-levels, teachers are more willing and able to implement changes into their practice (Dutro et al, 2002). Principals should be aware of and guide teachers how to use standards to set classroom instructional goals, determine scope and sequence, and instructional pacing (Boardman & Woodruff, 2004;Ogawa, Sandholtz, Martinez-Flores, & Scribner, 2003).…”

Section: Principals' Instructional Leadershipmentioning

confidence: 99%

Principals’ perceptions of public schools’ professional development changes during NCLB

Wieczorek

2017

EPAA

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This study investigated public school principals' reports of professional development implementation at the school level while working in different state-and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels of teacher involvement and alignment of professional development with standards, student learning outcomes, school goals, resources, and district goals during No Child Left Behind (NCLB). Using two-level, Hierarchical Generalized Linear Proportional Odds modeling (HGLM-PO), and three pooled waves of a national sample from the Schools and Staffing Survey (National Center for Education Statistics, 2000Statistics, , 2004Statistics, , 2007, I implemented a quantitative, repeated cross-sectional, self-report, extant secondary survey analysis design. Principals reported a decrease in teachers' planning and presentation of professional development during NCLB implementation across all settings, indicating a potential reduction in teachers' participation in the professional development process. Principals who worked in urban, elementary, low-SES, and high minority school contexts were more likely to report teachers' participation in the planning and presentation of professional development, but were also more likely to report an increase in the direction and alignment of professional development with school and district goals, standards, student achievement outcomes, and resources. There is evidence that a Education Policy Analysis Archives No. 25 Vol. 8 2 school community's location, socioeconomic status, and school demographics plays a role in how schools may interpret accountability environments and implement teachers' professional development. In all settings, school leaders need to purposefully focus on and retain collaborative professional development practices with teachers in the context of continued accountability pressures. Keywords: Accountability; education policy; hierarchical linear modeling; instructional leadership; professional development; NCLB Las percepciones de los directores de los cambios de desarrollo profesional en escuelas públicas durante NCLB Resumen: Este estudio investigó los informes de los directores de escuelas públicas sobre la implementación del desarrollo profesional a nivel escolar mientras se trabaja en diferentes contextos a nivel estatal-y local-(nivel de responsabilidad estatal, ubicaciones geográficas, estatus socioeconómico, demografía, y niveles de grado). Intenté medir los cambios reportados por los directores en los niveles de participación de los profesores y alineamiento del desarrollo profesional con los estándares, resultados del aprendizaje de los estudiantes, objetivos escolares, recursos y metas del distrito durante la implementación de la ley No Child Left Behind o NCLB. Usando el modelo de Probabilidades Proporcionales Lineales Generalizadas Jerárquicas de dos niveles (HGLM-PO por sus siglas en inglés), y tres agr...

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Section: Principals' Instructional Leadershipmentioning

confidence: 99%

Principals’ perceptions of public schools’ professional development changes during NCLB

Wieczorek

2017

EPAA

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“…As indicated in the literature, teachers who work in a high-stakes assessment environment such as in HK tend to use testing as a reference point to evaluate educational innovations (Boardman & Woodruff, 2004), and the effects of implementing the CPM on students' performance on international tests have been confirmed by PISA researchers in HK (Lau, 2009). Because teachers are more likely to accept innovative strategies if they see the benefits of using them (Hargreaves, 2001), more teachers in HK now tend to believe that the CPM can help their students improve their performance on reading tests and would therefore like to incorporate the CPM into their teaching practice.…”

Section: Concerns Of Secondary School Teachers About Reforming Chinesmentioning

confidence: 99%

“…One reason that could account for this result is that teachers prioritize the detailed procedure of teaching (Boardman & Woodruff, 2004). An-other underlying reason could be that Chinese-language teachers in HK are very used to the dictation approach of teaching.…”

Section: Concerns Of Secondary School Teachers About Reforming Chinesmentioning

confidence: 99%

“…A study on teachers' concerns about innovative teaching is necessary, because the views of teachers on innovative teaching largely govern whether, and how the innovation will be put into practice (Boardman & Woodruff, 2004). Teachers' concerns have been acknowledged as a key factor in the implementation of any educational innovation and in the introduction of any professional development programme (Fullan, 1991).…”

Section: Introductionmentioning

confidence: 99%

“…Deshler and Schumaker (1993) identified that teachers' concerns are the additional workload demands of teaching strategies related to cognitive processes of reading, alignment with the current curriculum, and modification of existing teaching approaches. Boardman and Woodruff (2004) suggested that when teaching reading strategies, teachers' major concerns are the procedural details, the impact on students' academic performance, time allocation, and work pressure put on teachers. However, these findings focus only on the separate concerns' situation; they do not identify the developmental stages of these teachers' concerns as a whole, nor do they identify the factors which may influence the teachers' concerns (Lau & Chan, 2003).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Concerns of secondary school teachers about reforming Chinese language instruction with the use of a Comprehension Process Model of reading in Hong Kong

Zhu

Liao

Deng

2016

L1 Educational Studies in Language and Literature

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Students' progress in reading comprehension is a crucial goal in language education, and teaching comprehension processes to students is considered to be one of the most effective approaches to improving students' reading ability. To facilitate teachers' use of the Comprehension Process Model (CPM), it is necessary to identify teachers' stages of concerns about using the model, which has not been investigated systematically in language teaching. This study investigated Hong Kong (HK) Chinese-language teachers' concerns about using the CPM in their teaching of reading in secondary schools. The Stages of Concern Questionnaire (SoCQ) was administered and 347 completed questionnaires were suitable for analysis. The study has found that teachers demonstrated a profile with multiple peaks, which shows highest concerns at the collaboration and informational stages in the Stages of Concern (SoC) model. The result implies that teachers realize that they need to learn more about the CPM and to enhance collaboration with their colleagues to implement it effectively. Teachers' concerns varied according to demographic factors including training on the CPM, years of using the CPM, years of teaching experience, and richness of experience in using the CPM. Implications for developing more effective professional development interventions for Chinese-language teachers are also discussed.

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Enhancing academic achievement for children with Attention‐Deficit Hyperactivity Disorder: Evidence from school‐based intervention research

Jitendra

DuPaul

Someki

et al. 2008

Dev Disabil Res Revs

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Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions for children with ADHD. Specific evidence-based academic interventions are described under the categories of reading and mathematics, with examples that illustrate teacher-mediated interventions focusing on basic skills (e.g., phonological awareness in reading, mathematics computation) and higher-level cognitive skills (e.g., collaborative strategic reading, CSR; schema-based instruction, SBI). Finally, implications for educational practice and directions for future research on school-based academic interventions for students with ADHD are discussed.

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Teacher change and “high-stakes” assessment: what happens to professional development?

Cited by 58 publications

References 13 publications

Principals’ perceptions of public schools’ professional development changes during NCLB

Principals’ perceptions of public schools’ professional development changes during NCLB

Concerns of secondary school teachers about reforming Chinese language instruction with the use of a Comprehension Process Model of reading in Hong Kong

Enhancing academic achievement for children with Attention‐Deficit Hyperactivity Disorder: Evidence from school‐based intervention research

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