Educational Accountability: Investigating the Collective Capacity of a Middle School
Hall, Jori N.
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/80029
Description
Title
Educational Accountability: Investigating the Collective Capacity of a Middle School
Author(s)
Hall, Jori N.
Issue Date
2008
Doctoral Committee Chair(s)
Parker, Laurence J.
Department of Study
Educational Policy Studies
Discipline
Educational Policy Studies
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Mathematics
Language
eng
Abstract
The main findings of this instrumental mixed methods case study were that, in this context, external accountability led to increased attention to test scores, curriculum, and instruction. External accountability influenced the school's system of internal accountability by fostering better alignment between instruction and state curriculum standards. External accountability also influenced the school's collective capacity, particularly with respect to leadership and teachers' ability to provide more academic support to students and a more nurturing environment. At the same time, teachers had varied student expectations that deterred them from achieving even higher levels of collective instructional capacity.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
