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Cited by 42Teacher Education and Leadership StudiesSchool Choice and PerformanceEducational Assessment and Improvement

The DOI matches its Crossref record; 67 of the 69 references it cites were found in a registry or an index, and 1 are not checked yet.

No Child Left Behind and the quest for educational equity: The role of teachers’ collective sense of efficacy

Evans, Andrea·2009·Leadership and Policy in Schools
DOI 10.1080/15700760802416081
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Abstract

The current policy context established by No Child Left Behind (NCLB) calls for schools and teachers to develop and execute plans of action they believe will effectively address achievement gaps. This article uses conceptual and research literature to explore the construct of teachers' collective sense of efficacy and its potential influence on schools' efforts to respond to the equity mandate of NCLB. Specifically, I explore the relationship between teachers' collective sense of efficacy, accountability policy, and student achievement. I also examine the school leader's role in mediating policy, teachers' sense of efficacy, and school contexts in ways that can positively address educational inequities. Finally, I conclude with several implications for school leadership, policy, and future research.

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Citations

Cites

Show all 69 references

Research works printed but not linked: 11

  1. Darling-Hammond L., 2005, Uses and misuses of data for educational accountability and improvement. The one hundred and fourth yearbook of the National Society for the Study of Education, 289
  2. Debray E., 2001, From the capital to the classroom: Standards-based reform in the states. The one hundredth yearbook of the National Society for the Study of Education, 170
  3. Duke D., 1995, The school that refused to die
  4. Haertel E. H., 2005, Uses and misuses of data for educational accountability and improvement. The one hundred and fourth yearbook of the National Society for the Study of Education, 1
  5. Hill H. C., 2006, New directions in education policy implementation: Confronting complexity, 65
  6. Linn R. L., 2005, Uses and misuses of data for educational accountability and improvement. The one hundred and fourth yearbook of the National Society for the Study of Education, 78
  7. Malen B., 2006, New directions in education policy implementation: Confronting complexity, 83
  8. Russell M. L., 2005, The Negro Educational Review, 56, 167
  9. Spillane J. P., 2006, New directions in education policy implementation: Confronting complexity, 47
  10. Valencia R. R., 1997, The Stanford series on education and public policy
  11. Weiss J. A., 1990, Choice and control in American education, Volume I: The theory of choice and control in education, 91

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Metadata

Authors
Evans, A.
Affiliations
Northern Illinois University (US)
Corresponding author
Evans, Andrea
Venue
Leadership and Policy in Schools
Publisher
Informa UK Limited
Published
2009-01-23
Volume
8
Issue
1
Pages
64-91
ISSN
  • 1570-0763 (ISSN-L)
  • 1744-5043
DOI
10.1080/15700760802416081
OpenAlex
W2028948345
Cited by
37
References
69
Citations by year
2025: 1 · 2024: 4 · 2023: 2 · 2022: 2 · 2021: 3 · 2020: 2 · 2019: 2 · 2018: 2 · 2017: 2 · 2016: 1 · 2015: 3 · 2014: 1 · 2013: 4 · 2012: 5
FWCI
11.33
Type
journal article
Language
en
Open access
closed
Locations
Leadership and Policy in Schools (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Educational Assessment and Improvement
Keywords
No Child Left Behind Act, educational equity, educational accountability policy, achievement gap, school leadership, academic performance, school context, education policy

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CoChat. (2026). Citation check: No Child Left Behind and the quest for educational equity: The role of teachers’ collective sense of efficacy. https://app.cochat.ai/papers/10.1080/15700760802416081
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Evans, A. (2009). No Child Left Behind and the quest for educational equity: The role of teachers’ collective sense of efficacy. Leadership and Policy in Schools. https://doi.org/10.1080/15700760802416081