The Changing Roles of Teachers in an Era of High-Stakes Accountability

Valli, Linda; Buese, Daria

doi:10.3102/0002831207306859

Cited by 417 publications

(276 citation statements)

References 37 publications

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“…In the United States, the Education Act of 2001, No Child Left Behind (NCLB 2000, resulted in changes in the expectations of teachers' roles. In this regard, Valli and Buese (2007) found that teachers' roles and responsibilities had increased, intensified and extended significantly in response to policies that focus on increasing student achievement. Similarly, in the United Kingdom, Harden and Crosby (2000) report on the changing roles and responsibilities of teachers.…”

Section: Introductionmentioning

confidence: 99%

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In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Ebersöhn

Loots

Eloff

et al. 2015

Journal of Education for Teaching

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This article uses a South African case study to argue that postcolonial, emerging economy societies in transition often contain schools characterised as high risk and high need. Such schools require teachers to adapt to roles other than facilitating learning, such as psychosocial support and care, and which requires additional professional development. In the absence of structured teacher professional development programmes, alternatives are required to assist teachers. The paper describes a nine-year partnership between higher education researchers and teachers in high-risk and high-need schools in three South African provinces. The participatory reflection and action (PRA) study served as platform for a school-based intervention to assist in-service teachers to adapt to their additional responsibilities. Thematic analysis was used to identify the ways in which teachers' adaptation to high risk benefitted from the programme, and self-determination theory is used to argue for a dynamic and interconnected rela-tionship between the teachers' demonstrated pathways to psychosocial support and care. The article argues that in socio-politically transforming societies where need is high for in-service teacher training and formal structures for teacher professional development may be limited, partnerships between researchers and teachers appear to be useful platforms for school-based interventions to support teacher resilience.

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Section: Introductionmentioning

confidence: 99%

“…In response to changing demands, teachers have always needed to adapt to additional roles in their classrooms as well as to practices outside the classroom (Bailey 2000;Valli and Buese 2007). In the United States, the Education Act of 2001, No Child Left Behind (NCLB 2000, resulted in changes in the expectations of teachers' roles.…”

Section: Introductionmentioning

confidence: 99%

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Ebersöhn

Loots

Eloff

et al. 2015

Journal of Education for Teaching

View full text Add to dashboard Cite

show abstract

“…Whitehead 2016). For example, teachers who find themselves in professional settings heavily controlled by external stakeholders or external directives may default to classroom practices that have become routinized and habitual, utilizing metacognition in far fewer instances (Maloch et al 2003;Valli and Buese 2007). Conversely, teachers who are in less constrained, non-routinized situations must make more decisions and therefore may require a higher degree of metacognition.…”

Section: Conceptualizing Teacher Metacognitionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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“…This could be due to the high-stakes assessment environment. Valli & Buese (2007) argued that the increased requirement of high-stakes accountability may push teachers to be more collaborative, because they have to attempt to coordinate students' learning experiences inside and outside classroom. Thus, we can infer that teachers consider collaboration to be an important way of promoting the implementation of the new CPM teaching practice.…”

Section: Concerns Of Secondary School Teachers About Reforming Chinesmentioning

confidence: 99%

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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The Changing Roles of Teachers in an Era of High-Stakes Accountability

Cited by 417 publications

References 37 publications

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Metacognition in Language Learning and Teaching

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

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