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Title:Educational Accountability: Investigating the Collective Capacity of a Middle School
Author(s):Hall, Jori N.
Doctoral Committee Chair(s):Parker, Laurence J.
Department / Program:Educational Policy Studies
Discipline:Educational Policy Studies
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Mathematics
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.
Issue Date:2008
Type:Text
Language:English
Description:181 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.
URI:http://hdl.handle.net/2142/80029
Other Identifier(s):(MiAaPQ)AAI3314784
Date Available in IDEALS:2015-09-25
Date Deposited:2008


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