Professional learning communities under test-based accountability: evidence from an Israeli intervention programme

References

• Anderson, G., and M. I. Cohen. 2015. “Redesigning the Identities of Teachers and Leaders: A Framework for Studying New Professionalism and Educator Resistance.” Education Policy Analysis Archives 23 (85): 85. https://doi.org/10.14507/epaa.v23.2086.
   Google Scholar
• Au, W. 2007. “High-stakes testing and curricular control: A qualitative metasynthesis.” Educational Researcher 36 (5): 258–267.
   Google Scholar
• Ball, S. J. 2003. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18 (2): 215–228. https://doi.org/10.1080/0268093022000043065.
   Web of Science ®Google Scholar
• Ball, D. L., and D. K. Cohen. 1999. “Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education.” In Teaching as the Learning Profession: Handbook of Policy and Practice, edited by L. Darling-Hammond and G. Sykes, 3–32. San Francisco: Jossey-Bass.
   Google Scholar
• Bannister, N. A. 2015. ““Reframing Practice: Teacher Learning Through Interactions in a Collaborative Group.” Journal of the Learning Sciences 24 (3): 347–372. https://doi.org/10.1080/10508406.2014.999196.
   Web of Science ®Google Scholar
• Bausell, S. B., and J. A. Glazier. 2018. “New Teacher Socialization and the Testing Apparatus.” Harvard Educational Review 88 (3): 308–333. https://doi.org/10.17763/1943-5045-88.3.308.
   Web of Science ®Google Scholar
• Berliner, D. 2011. “Rational Responses to High Stakes Testing: The Case of Curriculum Narrowing and the Harm That Follows.” Cambridge Journal of Education 41 (3): 287–302. https://doi.org/10.1080/0305764X.2011.607151.
   Web of Science ®Google Scholar
• Bolam, R., A. McMahon, L. Stoll, S. Thomas, and M. Wallace. 2005. Creating and Sustaining Professional Learning Communities. Research Report Number 637. London, England: General Teaching Council for England, Department for Education and Skills.
   Google Scholar
• Booher-Jennings, J. 2005. “Below the bubble:“Educational triage” and the Texas accountability system.” American educational research journal 42 (2): 231–268.
   Web of Science ®Google Scholar
• Borko, H., J. Jacobs, E. Eiteljorg, and M. E. Pittman. 2008. “Video as a Tool for Fostering Productive Discussions in Mathematics Professional Development.” Teaching and Teacher Education 24 (2): 417–436. https://doi.org/10.1016/j.tate.2006.11.012.
   Web of Science ®Google Scholar
• Bryk, A. S., P. B. Sebring, E. Allensworth, J. Q. Easton, and S. Luppescu. 2010. Organizing Schools for Improvement: Lessons from Chicago. Chicago: University of Chicago Press. https://doi.org/10.7208/chicago/9780226078014.001.0001.
   Google Scholar
• Cochran-Smith, M., and S. L. Lytle. 1999. “Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities.” Review of Research in Education 24 (1): 249–305. https://doi.org/10.3102/0091732X024001249.
   Web of Science ®Google Scholar
• Dyson, L. 2020. “Walking on a Tightrope: Agency and Accountability in Practitioner Inquiry in New Zealand Secondary Schools.” Teaching and Teacher Education 93:1–9.‏. https://doi.org/10.1016/j.tate.2020.103075.
   Web of Science ®Google Scholar
• Ehren, M., A. Paterson, and J. Baxter. 2020. “Accountability and Trust: Two Sides of the Same Coin?” Journal of Educational Change 21 (1): 183–213. https://doi.org/10.1007/s10833-019-09352-4.
   Web of Science ®Google Scholar
• Feniger, Y., M. Israeli, and S. Yehuda. 2016. “The Power of Numbers: The Adoption and Consequences of National Low-Stakes Standardised Tests in Israel.” Globalisation, Societies & Education 14 (2): 183–202.‏. https://doi.org/10.1080/14767724.2015.1010438.
   Web of Science ®Google Scholar
• Garver, R. 2020. “Evaluative Relationships: Teacher Accountability and Professional Culture.” Journal of Education Policy 35 (5): 623–647.‏. https://doi.org/10.1080/02680939.2019.1566972.
   Web of Science ®Google Scholar
• Glaser, B. G., and A. L. Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Adline de Gruyter.
   Google Scholar
• Goodwin, C. 1994. “Professional Vision.” American Anthropologist 96 (3): 606–633. https://doi.org/10.1525/aa.1994.96.3.02a00100.
   Web of Science ®Google Scholar
• Grossman, P., S. Wineburg, and S. Woolworth. 2001. “Toward a Theory of Teacher Community.” Teachers College Record 103 (6): 942–1012. https://doi.org/10.1111/0161-4681.00140.
   Web of Science ®Google Scholar
• Gurova, G., and M. K. Camphuijsen. 2020. “School Actors’ Enactment of a TBA Scheme in Russia: Tensions, Dilemmas and Strategies.” European Educational Research Journal 19 (3): 183–203. https://doi.org/10.1177/1474904119856261.
   Web of Science ®Google Scholar
• Hardy, I., and S. Lewis. 2017. “The ‘Doublethink’ of Data: Educational Performativity and the Field of Schooling Practices.” British Journal of Sociology of Education 38 (5): 671–685. https://doi.org/10.1080/01425692.2016.1150155.
   Web of Science ®Google Scholar
• Hargreaves, A. 1994. Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. New York: Teachers College Press.
   Google Scholar
• Hargreaves, A. 2000. “Contrived Collegiality: The Micropolitics of Teacher Collaboration.” In Sociology of Education: Major Themes, edited by S. J. Ball, 1480–1503. Vol. 3. London: Routledge Falmer.
   Google Scholar
• Horn, I. S., B. Garner, B. D. Kane, and J. Brasel. 2017. “A Taxonomy of Instructional Learning Opportunities in Teachers’ Workgroup Conversations.” Journal of Teacher Education 68 (1): 41–54. https://doi.org/10.1177/0022487116676315.
   Web of Science ®Google Scholar
• Horn, I. S., and B. D. Kane. 2015. “Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise.” Journal of the Learning Sciences 24 (3): 373–418. https://doi.org/10.1080/10508406.2015.1034865.
   Web of Science ®Google Scholar
• Horn, I. S., and J. W. Little. 2010. “Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions.” American Educational Research Journal 47 (1): 181–217. https://doi.org/10.3102/0002831209345158.
   Web of Science ®Google Scholar
• Hutchins, E. 1995. Cognition in the Wild. MIT press.
   Google Scholar
• Ingram, D., K. S. Louis, and R. G. Schroeder. 2004. “Accountability policies and teacher decision making: Barriers to the use of data to improve practice.” 106 (6): 1258–1287.
   Google Scholar
• Jennings, J. 2012. “The Effects of Accountability System Design on Teachers’ Use of Test Score Data.” Teachers College Record 114 (11): 1–23. https://doi.org/10.1177/016146811211401108.
   Web of Science ®Google Scholar
• Jennings, J. L., and J. M. Bearak. 2014. “’teaching to the Test’ in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance.” Educational Researcher 43 (8): 381–389. https://doi.org/10.3102/0013189X14554449.
   Web of Science ®Google Scholar
• Klein, J. 2017. “How Schools Cope with the Double Challenge of Excellence in High-Stakes Risk Tests and Investment in Education.” Assessment in Education: Principles, Policy & Practice 24 (4): 474–488.‏. https://doi.org/10.1080/0969594X.2016.1146657.
   Web of Science ®Google Scholar
• Klieger, A. 2009. “Perceptions of Principals and Teachers Regarding the Goals of the Meitzav.” Dapim 47:142–184. In Hebrew.
   Google Scholar
• Ladd, H. F., and D. L. Lauen. 2010. “Status versus growth: The distributional effects of school accountability policies.” Journal of Policy Analysis and Management 29 (3): 426–450.
   Web of Science ®Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355.
   Google Scholar
• Lefstein, A., D. Vedder-Weiss, and A. Segal. 2020. “Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk.” Educational Researcher 49 (5): 360–368. https://doi.org/10.3102/0013189X20922998.
   Web of Science ®Google Scholar
• Lewis, S., and J. Holloway. 2019. “Datafying the Teaching ‘Profession’: Remaking the Professional Teacher in the Image of Data.” Cambridge Journal of Education 49 (1): 35–51. https://doi.org/10.1080/0305764X.2018.1441373.
   Web of Science ®Google Scholar
• Lingard, B., W. Martino, and G. Rezai-Rashti. 2013. “Testing Regimes, Accountabilities and Education Policy: Commensurate Global and National Developments.” Journal of Education Policy 28 (5): 539–556. https://doi.org/10.1080/02680939.2013.820042.
   Web of Science ®Google Scholar
• Little, J. W. 1990. “The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations.” Teachers College Record 91 (4): 509–536. https://doi.org/10.1177/016146819009100403.
   Web of Science ®Google Scholar
• Little, J. W. 2003. “Inside Teacher Community: Representations of Classroom Practice.” Teachers College Record 105 (5): 913–945. https://doi.org/10.1111/1467-9620.00273.
   Google Scholar
• Little, J. W. 2012. “Understanding Data Use Practice Among Teachers: The Contribution of Micro-Process Studies.” American Journal of Education 118 (2): 143–166. https://doi.org/10.1086/663271.
   Web of Science ®Google Scholar
• Lortie, D. C. 1975. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
   Google Scholar
• Louie, N. L. 2016. “Tensions in Equity-And Reform-Oriented Learning in Teachers’ Collaborative Conversations.” Teaching and Teacher Education 53:10–19. https://doi.org/10.1016/j.tate.2015.10.001.
   Web of Science ®Google Scholar
• Lundahl, C., and F. Waldow. 2009. “Standardisation and ‘Quick Languages’: The Shape-Shifting of Standardised Measurement of Pupil Achievement in Sweden and Germany.” Comparative Education 45 (3): 365–385.‏. https://doi.org/10.1080/03050060903184940.
   Web of Science ®Google Scholar
• Mausethagen, S. 2013. “Talking About the Test: Boundary Work in Primary School Teachers’ Interactions Around National Testing of Student Performance.” Teaching and Teacher Education 36:132–142. https://doi.org/10.1016/j.tate.2013.08.003.
   Web of Science ®Google Scholar
• Ohemeng, F., and E. McCall‐Thomas. 2013. “Performance management and “undesirable” organizational behaviour: Standardized testing in Ontario schools.” Canadian Public Administration 56 (3): 456–477.
   Web of Science ®Google Scholar
• Perryman, J., S. Ball, M. Maguire, and A. Braun. 2011. “Life in the Pressure Cooker: School League Tables and English and Mathematics Teachers’ Responses to Accountability in a Results-Driven Era.” British Journal of Educational Studies 59 (2): 179–195.‏. https://doi.org/10.1080/00071005.2011.578568.
   Web of Science ®Google Scholar
• Putnam, R. T., and H. Borko. 2000. “What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?” Educational Researcher 29 (1): 4–15. https://doi.org/10.3102/0013189X029001004.
   Google Scholar
• Rainio, A. P., and R. Hofmann. 2021. “Teacher Professional Dialogues During a School Intervention: From Stabilization to Possibility Discourse Through Reflexive Noticing.” Journal of the Learning Sciences 30 (4–5): 707–746. https://doi.org/10.1080/10508406.2021.1936532.
   Web of Science ®Google Scholar
• Rampton, B., J. Maybin, and C. Roberts. 2015. “Theory and Method in Linguistic Ethnography.” In Linguistic Ethnography: Interdisciplinary Explorations, edited by J. Snell, S. Shaw, and F. Copland, 14–50. Basingstoke, UK: Palgrave Macmillan UK. https://doi.org/10.1057/9781137035035_2.
   Google Scholar
• Rampton, B., J. Maybin, and K. Tusting. 2007. “Linguistic Ethnography: Links, Problems and Possibilities.” Journal of Sociolinguistics 11 (5): 584–607. https://doi.org/10.1111/j.1467-9841.2007.00341.x.
   Web of Science ®Google Scholar
• Resnik, J. 2007. ““Discourse Structuration in Israel, Democratization of Education and the Impact of the Global Education Network.” Journal of Education Policy 22 (3): 215–240. https://doi.org/10.1080/02680930601158901.
   Web of Science ®Google Scholar
• Resnik, J. 2011. “The Construction of a Managerial Education Discourse and the Involvement of Philanthropic Entrepreneurs: The Case of Israel.” Critical Studies in Education 52 (3): 251–266. https://doi.org/10.1080/17508487.2011.604075.
   Web of Science ®Google Scholar
• Saeki, E., N. Segool, L. Pendergast, and N. von der Embse. 2018. “The Influence of Test-Based Accountability Policies on Early Elementary Teachers: School Climate, Environmental Stress, and Teacher Stress.” Psychology in the Schools 55 (4): 391–403.‏. https://doi.org/10.1002/pits.22112.
   Web of Science ®Google Scholar
• Segal, A. 2019. “Story Exchange in Teacher Professional Discourse.” Teaching and Teacher Education 86:102913. https://doi.org/10.1016/j.tate.2019.102913.
   Web of Science ®Google Scholar
• Smardon, D., and J. Charteris. 2017. “Raising the Bar for Teacher Professional Learning and Development? Or Just Cruel Optimism?” New Zealand Journal of Educational Studies 52 (1): 177–183.‏. https://doi.org/10.1007/s40841-017-0075-2.
   Google Scholar
• Smith, W. C., and J. Holloway. 2020. “School Testing Culture and Teacher Satisfaction.” Educational Assessment, Evaluation and Accountability 32 (4): 461–479.‏. https://doi.org/10.1007/s11092-020-09342-8.
   Web of Science ®Google Scholar
• Stoll, L., R. Bolam, A. McMahon, M. Wallace, and S. Thomas. 2006. “Professional Learning Communities: A Review of the Literature.” Journal of Educational Change 7 (4): 221–258. https://doi.org/10.1007/s10833-006-0001-8.
   Google Scholar
• Tam, A. C. F. 2015. “The Role of a Professional Learning Community in Teacher Change: A Perspective from Beliefs and Practices.” Teachers & Teaching 21 (1): 22–43. https://doi.org/10.1080/13540602.2014.928122.
   Web of Science ®Google Scholar
• Vangrieken, K., C. Meredith, T. Packer, and E. Kyndt. 2017. “Teacher Communities as a Context for Professional Development: A Systematic Review.” Teaching and Teacher Education 61:47–59. https://doi.org/10.1016/j.tate.2016.10.001.
   Web of Science ®Google Scholar
• Vedder-Weiss, D., N. Ehrenfeld, M. Ram-Menashe, and I. Pollak. 2018. “Productive Framing of Pedagogical Failure: How Teacher Framings Can Facilitate or Impede Learning from Problems of Practice.” Thinking Skills and Creativity 30:31–41. https://doi.org/10.1016/j.tsc.2018.01.002.
   Web of Science ®Google Scholar
• Vedder-Weiss, D., A. Lefstein, A. Segal, and I. Pollak. 2020. “Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership.” Teachers College Record 122 (9): 1–30. https://doi.org/10.1177/016146812012200914.
   Web of Science ®Google Scholar
• Vedder-Weiss, D., A. Segal, and A. Lefstein. 2019. “Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn?” Journal of Teacher Education 70 (5): 538–551. https://doi.org/10.1177/0022487119841895.
   Web of Science ®Google Scholar
• Verger, A., L. Parcerisa, and C. Fontdevila. 2019. “The Growth and Spread of Large-Scale Assessments and Test-Based Accountabilities: A Political Sociology of Global Education Reforms.” Educational Review 71 (1): 5–30.‏. https://doi.org/10.1080/00131911.2019.1522045.
   Web of Science ®Google Scholar
• Vescio, V., D. Ross, and A. Adams. 2008. “A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning.” Teaching and Teacher Education 24 (1): 80–91. https://doi.org/10.1016/j.tate.2007.01.004.
   Web of Science ®Google Scholar
• Wills, J. S., and J. H. Sandholtz. 2009. “Constrained Professionalism: Dilemmas of Teaching in the Face of Test-Based Accountability.” Teachers College Record 111 (4): 1065–1114.‏. https://doi.org/10.1177/016146810911100401.
   Web of Science ®Google Scholar
• Yonah, Y., Y. Dahan, and D. Markovich. 2008. “Neo-Liberal Reforms in Israel’s Education System: The Dialectics of the State.” International Studies in Sociology of Education 18 (3): 199–217. https://doi.org/10.1080/09620210802492799.
   Google Scholar
• Zohar, A., and V. Alboher Agmon. 2018. “Raising Test Scores Vs. Teaching Higher Order Thinking (HOT): Senior Science Teachers’ Views on How Several Concurrent Policies Affect Classroom Practices.” Research in Science and Technological Education 36 (2): 243–260.‏. https://doi.org/10.1080/02635143.2017.1395332.
   Web of Science ®Google Scholar