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oai:www.ideals.illinois.edu:2142/80029 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Parker, Laurence J. Hall, Jori N. 2015-09-25T19:55:00Z 2015-09-25T19:55:00Z 10000-01-01 2008 2008 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. Made available in DSpace on 2015-09-25T19:55:00Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3314784.pdf: 2679085 bytes, checksum: 5597a398fe9443536b0e370c7dab7316 (MD5) Previous issue date: 2008 Embargo set by: Seth Robbins for item 81311 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 181 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. http://hdl.handle.net/2142/80029 (MiAaPQ)AAI3314784 eng Education, Mathematics Educational Accountability: Investigating the Collective Capacity of a Middle School text Educational Policy Studies Educational Policy Studies University of Illinois at Urbana-Champaign Dissertation Ph.D.