Principals' Struggle To Level the Accountability Playing Field of Florida Graded "D" and"F" Schools in High Poverty and Minority Communities [microform] / Michele Acker-Hocevar and Debra Touchton
- Bib ID:
- 5686043
- Format:
- Book and Microform
- Author:
- Acker-Hocevar, Michele
- Online Version:
- https://eric.ed.gov/?id=ED458322
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2001
- 33 p.
- Summary:
-
This study examined the perceptions of Florida principals from failing high poverty/minority schools regarding accountability measures placed upon their schools by state legislation. Data collection included field notes, observations, and interviews regarding principals' impressions of the state's accountability system, how their role was influenced by the system, and how they negotiated internal and external accountability. Four themes emerged: effects of poverty on teaching and learning, building organizational capacity, high stakes testing, and recruitment and retention of teachers. Principals felt they faced continual pressure to improve student performance and meet state and district mandates while supporting teachers and students. They believed their everyday problems were very different from those of peers in less diverse schools. Principals were not against Florida's standards or accountability but rather the inequity of using high stakes testing to compare students with different needs when grading schools. They believed they needed more time to raise student achievement levels. They recognized that their schools concentrated on short-term change due to the urgency of improving their failing grades. Principals felt threatened by mandates from the top. They reported losing teachers to other professions and schools because of poor teaching conditions. They fought districts for more teachers to reduce class size. (Contains 26 references.) (SM)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
-
- Academic Achievement
- Accountability
- Administrator Attitudes
- Administrator Role
- Educational Improvement
- Elementary Secondary Education
- Equal Education
- High Stakes Tests
- Leadership
- Minority Group Children
- Poverty
- Principals
- School Effectiveness
- State Legislation
- State Standards
- Teacher Persistence
- Teacher Recruitment
- Florida
- Other authors/contributors:
- Touchton, Debra, author
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2001
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Principals and teachers [microform] : continuous learners
- A Management Approach to Research in Experimental Programs [microform] / James F. McCampbell and Henrietta Schwartz
- Certification Regulations for Teachers and Qualifications for Administrative, Supervisory, and Related Instructional Positions [microform]
- Rules and Regulations Governing the Certification of Teachers and Administrators in Arizona. Revised [microform]
- Relationship between Faculty and Administrator Perception of Administrator's Role and Degree of Success [microform] / Dewayne J. Johnson and Jon L. MacBeth