You are here:

Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability
ARTICLE

, ,

TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives.

Citation

Schnellert, L.M., Butler, D.L. & Higginson, S.K. (2008). Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 725-750. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.04.001

Keywords