TY  - CHAP
AB  - The most recent development in the accountability movement occurred in January 2002 when the No Child Left Behind Act (NCLB) was signed into law. Surprisingly little work has illuminated how teachers experience standards-based accountability policy. Using survey data and interviews, this chapter explores the impact of NCLB requirements, namely adequate yearly progress and needs improvement status, on teacher perceptions of working conditions, especially the use of time and empowerment. I show how the policy has led to restructuring of classroom time and increases in collaboration and yet, simultaneously, a decrease in teachers’ perceptions of empowerment.
VL  - 16
SN  - 978-1-84663-910-4, 978-1-84663-911-1/1479-3539
DO  - 10.1016/S1479-3539(08)16004-9
UR  - https://doi.org/10.1016/S1479-3539(08)16004-9
AU  - Gordon Kristin
ED  - Bruce Fuller
ED  - Melissa K. Henne
ED  - Emily Hannum
PY  - 2008
Y1  - 2008/01/01
TI  - Chapter 4 Tightening the ship or slowly sinking? Reshaping teachers’ work conditions
T2  - Strong States, Weak Schools: The Benefits and Dilemmas of Centralized Accountability
T3  - Research in the Sociology of Education
PB  - Emerald Group Publishing Limited
SP  - 103
EP  - 131
Y2  - 2024/09/21
ER  -