The DOI matches its Crossref record; 63 of the 63 references it cites were found in a registry or an index.
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Abstract
This article examines the impact of federal, state, and local policies on the roles that elementary school teachers are asked to assume inside and outside the classroom. Through a detailed analysis of changes in teacher tasks over a 4-year period, the authors determined that role expectations increased, intensified, and expanded in four areas: instructional, institutional, collaborative, and learning. These changes had unanticipated, and often negative, consequences for teachers’ relationships with students, pedagogy, and sense of professional well-being. The authors use one policy directive, differentiated instruction, to illustrate the complexity of role demands currently made of teachers, and they draw implications for policy and research.
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Citations
Cites
Handbook of Qualitative Research
Crozier, G., Denzin, N., & Lincoln, Y. (1994) · British Journal of Educational Studies · doi:10.2307/3121684 · Cited by 26,666
Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,626
Handbook of qualitative research
Griffin, T. F. (1999) · Psychology and Marketing · doi:10.1002/(sici)1520-6793(199907)16:4<371::aid-mar7>3.0.co;2-k · Cited by 9,037
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Morgan, D. (1997) · doi:10.4135/9781412984287 · Cited by 8,863
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Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Changing teachers, changing times: teachers' work and culture in the postmodern age
(1994) · Choice Reviews Online · doi:10.5860/choice.32-0440 · Cited by 2,724
Handbook of Research on Teaching
Richardson, V. (2001) · Cited by 2,437
(2021) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/(issn)1467-9620 · Cited by 2,370
Cited by
A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice
Mandinach, E. B. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.667064 · Cited by 465
Principals' leadership and teachers' motivation: Self‐determination theory analysis
Eyal, O., & Roth, G. (2011) · Journal of Educational Administration · doi:10.1108/09578231111129055 · Cited by 388
Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.03.016 · Cited by 367
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811411601319 · Cited by 289
Jimerson, J. B. (2014) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2013.10.010 · Cited by 97
Metadata
- Authors
- Valli, L., & Buese, D.
- Venue
- American Educational Research Journal
- Published
- 2007-09
- Volume
- 44
- Issue
- 3
- Pages
- 519-558
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2158997181
- Cited by
- 607
- References
- 63
- FWCI
- 98.63
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
