336
Views
3
CrossRef citations to date
0
Altmetric
Essays

Cautionary Tales: Teaching, Accountability, and Assessment

, &

References

  • Afflerbach, P. (2011, December). The history and current state of individual differences research. Paper presented at the 61st Annual Conference of the Literacy Research Association, Jacksonville, FL, November 29–December 3, 2011.
  • Allen, P. M. (2009). Editorial. Emergence: Complexity and Organization, 11(2), xi–xii.
  • Apple, M. (1983). Curricular form and the logic of technical control. In M. Apple & L. Weiss (Eds.), Ideology and practice in schooling (pp. 143–165). Philadelphia: Temple University Press.
  • Arthur, W. B. (1999). Complexity and the economy. Science, 284(5411), 107–109. doi:10.1126/science.284.5411.107
  • Ayers, R., & Ayers, W. (2011). Teaching the taboo: Courage and imagination in the classroom. New York: Teachers College Press.
  • Babrow, A. S., & Kline, K. N. (2005). From “reducing” to “coping with” uncertainty: Reconceptualizing the central challenge in breast self-exams. Social Science & Medicine, 51(12), 1805–1816.
  • Babrow, A., & Mathias, M. S. (2009). Generally unseen challenges in uncertainty management: An application of problematic integration theory. In T. D. Afifi & W. A. Afifi (Eds.), Uncertainty, information management, and disclosure decisions: Theories and applications (pp. 9–25). New York: Routledge.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. doi: 10.1037/0003-066X.37.2.122
  • Barnett, J., & Amrein-Beardsley, A. (2011). Actions over credentials: Moving from highly qualified to measurably effective (ID No. 16517). Teachers College Record. Retrieved from http://www.tcrecord.org/Content.asp?ContentID = 16517.
  • Berliner, D. C. (1992). The nature of expertise in teaching. In F. K. Oser, A. Dick, & J. L. Patry (Eds.), Effective and responsible teaching: The new synthesis (pp. 227–248). San Francisco: Jossey Bass.
  • Bill and Melinda Gates Foundation. (2010). Supporting instruction: Investing in teaching. Retrieved from https://docs.gatesfoundation.org/Documents/supporting-instruction.pdf.
  • Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2(4), 5–142.
  • Brashers, D. (2001). Communication and uncertainty management. Journal of Communication, 51(3), 477–497. doi: 10.1111/j.1460-2466.2001.tb02892.x.
  • Bulger, S. M., Mohr, D. J., & Walls, R. T. (2002). Stack the deck in favor of your students by using the four aces of effective teaching. Effective Teaching, 5(2). Retrieved from http://uncw.edu/cte/et/articles/bulger/.
  • Bullough, R. V. (2001). Uncertain lives: Children of promise, teachers of hope. New York: Teachers College Press.
  • Candisky, C. (2012, November 30). School standards pass house. The Columbus Dispatch, p. 18.
  • Carr, S. (2012). Teachers worry about more testing under new Louisiana evaluations. The Hechinger Report. Retrieved from http://hechingerreport.org/content/teachers-worry-about-more-testing-under-new-louisiana-evaluations_10344/.
  • Cilliers, P. (1998). Complexity and postmodernism: Understanding complex systems. New York: Routledge.
  • Clowes, G. A. (2002, May). What characterizes an effective teacher? An exclusive interview with Barak Rosenshine. The Heartland Institute School Reform News. Retrieved from http://news.heartland.org/newspaper-article/2002/05/01/what-characterizes-effective-teacher-exclusive-interview-barak-rosenshi
  • Cochran-Smith, M., Barnatt, J., Friedman, A., & Pine, G. (2009). Inquiry on inquiry: Practitioner research and students’ learning. Action in Teacher Education, 31(2), 17–32. doi: 10.1080/01626620.2009.10463515
  • Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.). (2008). Handbook of research on teacher education: Enduring question in changing contexts (3rd ed.). New York: Routledge.
  • Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD.
  • Darling-Hammond, L., Bransford, J., LePage, P., Hammerness, K., & Duffy, H. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey Bass.
  • D.C. public schools revises controversial teacher evaluation system implemented by Rhee. (2011, November 6). The Huffington Post. Retrieved from http://www.huffingtonpost.com/2011/09/06/dc-public-schools-revises_n_951178.html.
  • de Groot, A. D. (1965). Thought and choice in chess. The Hague, Netherlands: Mouton.
  • Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159–199. doi: 10.3102/00346543053002159
  • Doyle, W. (1988). Work in mathematics classes: The context of students’ thinking during instruction. Educational Psychologist, 23(2), 167–180.
  • Elmore, R. F. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press.
  • Ericsson, K. A., & Lehmann, A. C. (1996). Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, 47(1), 273–305. doi: 10.1146/annurev.psych.47.1.273
  • Feiman-Nemser, S., McDiarmid, G. W., Melnick, S. L., & Parker, M. B. (1989). Changing beginning teachers’ conceptions: A description of an introductory teacher education course (-Research Report No. 89-1). East Lansing: Michigan State University, National -Center for Research on Teacher Learning. Retrieved from http://ncrtl.msu.edu/http/-rreports/html/pdf/rr891.pdf.
  • Fenstermacher, G. D., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers College Record, 107(1), 186–213.
  • Floden, R. E. (2012). Teacher value added as a measure of program quality: Interpret with caution. Journal of Teacher Education, 63(5), 356–360. doi: 10.1177/0022487112454175
  • Floden, R. E., & Buchmann, M. (1993). Between routines and anarchy: Preparing teachers for uncertainty. Oxford Review of Education, 19(3), 373–382.
  • Floden, R., & Clark, C. (1988). Preparing teachers for uncertainty. Teachers College Record, 89(4), 505–524.
  • Fullan, M. (2011). Change leader: Learning to do what matters most. New York: Jossey Bass.
  • Gawande, A. (2002). Complications: A surgeon's notes on an imperfect science. New York: Picador.
  • Gladwell, M. (2008). Outliers: The story of success. New York: Little, Brown, and Company.
  • Haberman, M. (2011). The beliefs and behaviors of star teachers (ID No. 16504). Teachers College Record. Retrieved from http://www.tcrecord.org/content.asp?contentid = 16504.
  • Han, P., Klein, W., & Arora, N. K. (2011). Varieties of uncertainty in health care: A conceptual taxonomy. Medical Decision Making, 31(6), 828–838. doi: 10.1177/0272989´11393976
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.
  • Hatch, J. A. (1999). What preservice teachers can learn from the studies of teachers’ work. Teaching and Teacher Education, 15(3), 229–242.
  • Helsing, D. (2007). Regarding uncertainty in teachers and teaching. Teaching and Teacher Education, 23(8), 1317–1333.
  • Herbst, P. G. (2003). Using novel tasks in teaching mathematics: Three tensions affecting the work of the teacher. American Educational Research Journal, 40(1), 197–238. doi: 10.3102/00028312040001197
  • Hills, T., Stroup, W., & Wilensky, U. (2005, April). Patterns of risk seeking and aversion among preservice teachers: Mathematical decisions, preference, efficacy, and participation. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, April 11–15, 2005.
  • International Reading Association. (2011). Excellent reading teachers: A position statement of the International Reading Association. Newark, DE: IRA. Retrieved from http://www.reading.org/Libraries/position-statements-and-resolutions/ps1041_excellent_1.pdf.
  • Jackson, P. W. (1986). The practice of teaching. New York: Teachers College Press.
  • Jackson, P. W. (1990). Life in classrooms. New York: Teachers College Press.
  • Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Cambridge, MA: The Project on Next Generation of Teachers, Harvard Graduate School of Education.
  • Jordan, M. E., Schallert, D. L., Park, Y., Lee, S., Chiang, Y. V., Cheng, A. J., Song, K., Chu, H. R., Kim, T., & Lee, H. (2012). Expressing uncertainty in computer-mediated discourse: Language as a marker of intellectual work. Discourse Processes, 49(8), 660–692.
  • Keigher, A. (2010). Teacher attrition and mobility: Results from the 2008–09 teacher follow-up survey (NCES 2010-353). Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid = 2010353.
  • Kennedy, M. (2010). Approaches to annual performance assessment. In M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp. 225–249). San Francisco: Jossey Bass.
  • Kentucky State Department of Education. (2011, December 7). Board approves regulations related to assessment and accountability (News Release No. 11-102). Retrieved from http://education.ky.gov/comm/news/Documents/R102kbe.pdf.
  • Koestler, A. (1964). The act of creation. London: Hutchinson.
  • Labaree, D. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228–233. doi: 10.1177/0022487100051003011
  • Lampert, M. (l985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178–194.
  • Leana, C. R. (2011, Fall). The missing link in school reform. Stanford Social Innovation Review, 30–35. Retrieved from http://www.ssireview.org/articles/entry/the_missing_link_in_school_reform.
  • Lee, C. D. (2010). Soaring above the clouds, delving the ocean's depths: Understanding the ecologies of human learning and the challenge for education science. Educational Researcher, 39(9), 643–655. doi: 10.3102/0013189´10392139
  • Lortie, D. (2002). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • McDaniel, R. R., Jordan, M. E., & Fleeman, B. (2003). Surprise, surprise, surprise: A complexity science view of the unexpected. Health Care Management Review, 28, 266–278.
  • McDaniel, M. A., Waddill, P. J., Finstad, K., & Bourg, T. (2000). The effects of text-based interest on attention and recall. Journal of Educational Psychology, 92(3), 492–502. doi: 10.1037/0022-0663.92.3.492
  • McDonald, J. P. (1992). Teaching: Making sense of an uncertain craft. New York: Teachers College Press.
  • Mishel, M. H. (1990). Reconceptualization of the uncertainty in illness theory. Image: The Journal of Nursing Scholarship, 22(4), 256–262. doi: 10.1111/j.1547-5069.1990.tb00225.x
  • Munthe, E. (2003). Teachers’ workplace and professional certainty. Teaching and Teacher Education, 19(8), 801–813.
  • National Board for Professional Teaching Standards. (2011). Candidate center. Arlington, VA: NBPTS. Retrieved from http://www.nbpts.org/candidate-center.
  • Prigogine, I. (1997). The end of certainty: Time, chaos, and the new laws of nature. New York: The Free Press.
  • Reed, D., Rueben, K. S., & Barbour, E. (2006). Retention of new teachers in California. San Francisco: Public Policy Institute of California.
  • Roe, M. F., & Kleinsasser, R. C. 2000. Literacy practices: Cultural disarray or synthesis? Research in Middle Level Education Annual, 23, 115–132.
  • Rosenholtz, S. J. (1989). Teacher's workplace: The organizational context of schooling. New York: Teachers College Press.
  • Sanford, T. D. (2010). Sanford Inspire Program. Phoenix, AZ: Mary Lou Fulton Teachers College, Teach for America. Retrieved from http://sanfordinspireprogram.org/.
  • Schultz, B. D. (2008). Spectacular things happen along the way: Lessons from an urban classroom. New York: Teachers College Press.
  • Settlage, J., Southerland, S. A., Smith, L. K., & Ceglie, R. (2008). Constructing a doubt-free teaching self: Self-efficacy, teacher identity, and science instruction within diverse settings. Journal of Research in Science Teaching, 46(1), 102–125. doi: 10.1002/tea.20268
  • Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology Research and Development, 31(5), 24–33.
  • Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 9–17. doi: 10.3102/0013189´024006009
  • Strong, M. (2011). The highly qualified teacher: What is teacher quality and how do we measure it? New York: Teachers College Press.
  • Strong, M., Gargani, J., & Hacifazlioglu, O. (2011). Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education, 62(4), 367–382. doi: 10.1177/0022487110390221
  • Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. doi: 10.1177/0022487111404241
  • TAP System. (2011). TAP: The system for teacher and student advancement. Santa Monica, CA: National Institute for Excellence in Teaching. Retrieved from http://tapsystem.org.
  • The New Teacher Project. (2010). Teacher evaluation 2.0. Brooklyn, NY: TNTP. Retrieved from http://tntp.org/files/Teacher-Evaluation-Oct10F.pdf.
  • Vanover, C. F. (2009). The expertise in urban teaching project: A theory building study (-doctoral dissertation). University of Michigan, Ann Arbor, MI. Retrieved from ProQuest -Dissertations and Theses (UMI No. 3354200).
  • Wan, X., Nakatani, H., Ueno, K., Asamizuya, T., Cheng, K., & Tanaka, K. (2011). The neural basis of intuitive best next-move generation in board game experts. Science, 331(6015), 341–346. doi: 10.1126/science.1194732
  • Wang, J., Lin, E., Spalding, E., Klecka, C. L., & Odell, S. J. (2011). Quality teaching and teacher education: A kaleidoscope of notions. Journal of Teacher Education, 62(4), 331–338. doi: 10.1177/0022487111409551
  • Wei, R. C., & Pecheone, R. L. (2010). Assessment for learning in preservice teacher education: Performance-based assessments. In M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp. 69–132). San Francisco, CA: Jossey Bass.
  • Weick, K. E. (1979). The social psychology of organizing (2nd ed.). Reading, MA: Addison Wesley.
  • Weinstein, C. S. (1989). Teacher education students’ preconceptions of teaching. Journal of Teacher Education, 40(2), 53–60. doi: 10.1177/002248718904000210
  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22. doi: 10.1016/S0742-051X(01)00047-6
  • Wilson, S. M., Floden, R. F., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, recommendations, and priorities for the future. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.
  • Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teacher thinking (pp. 104–124). London: Cassell.
  • Zeichner, K., & Tabachnick, B. R. (1985). Social strategies and institutional control in the socialization of beginning teachers. Journal of Education for Teaching, 11(1), 1–25.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.