Doctoral Dissertation Research: The Policy Behind the Problem: How Educational Reform Impacts the Teaching Environment

博士论文研究：问题背后的政策：教育改革如何影响教学环境

• 批准号: 0701533
• 负责人: Richard Rubinson
• 金额: $ 0.74万
• 依托单位: Emory University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-03-01 至 2008-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0701533&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Policy; Behind

Title: Doctoral Dissertation Research: The Policy Behind the Problem: How Educational Reform Impacts The Teaching EnvironmentPI: Richard Rubinson, Emory UniversityProposal Number: 0701533AbstractPublic schools are one of the most important social institutions in the United States, yet they are faced by numerous challenges. One of these challenges arises out of the current emphasis on school and teacher accountability. There is little disagreement that schools and teachers should be of the utmost quality and instruct each student to the best of their ability. However, the current educational policy orientation, with its use of sanctions in "needs improvement" schools, appears to be drastically changing the nature of schools as workplaces. Given a persistent teacher attrition problem, there is an urgent need to examine the factors that affect the retention of high-quality teachers in the public school system. This study asserts that No Child Left Behind (NCLB), and accountability policy more broadly, is a crucial piece of this puzzle. Drawing on research in sociology of education, work and organizations, this project investigates how NCLB affects the teaching environment, teachers' career plans and job satisfaction, as well as the strategies used by educators and schools to manage these intense changes. To investigate these processes, the researcher turns to two sources of data. The statistical relationship between NCLB sanctions and school working conditions is analyzed using secondary survey data from ten school districts throughout Georgia. The researcher investigates the process and effects of policy implementation, and the strategies used to manage these changes, using in-depth interviews. To capture variation in educator experiences, interviews were conducted with teachers, principals, and district administrators in three schools at different NCLB sanctioning levels in a single Georgia school district. This research makes significant contributions to both the field of sociology and society at large. Within the field, the project contributes to work within the sociology of education by developing a more complete understanding of the relationship between educational reform and educators' work experiences. It builds upon the work on schools as social organizations by extending theories of how organizations manage environmental demands to the school context. The project also contributes to the field by identifying the specific strategies used by educators to respond to policy mandates while negotiating their own internal work demands. The broader impacts of the study are threefold. First, investigating the relationship between accountability reform and educators' work experiences will clarify the unintended impacts of educational policy on the internal operations of schools and teacher career trajectories. This knowledge is vital if we hope to combat the growing teacher attrition problem. Second, disseminating the research findings to educators and administrators may facilitate the sharing of successful management strategies and strengthen the content of professional development. Third, developing a broad understanding of these dynamic and influential relationships builds a foundation for the development of public policy that more accurately accounts for the complexities of the teaching job.

职务名称：博士论文研究：问题背后的政策：教育改革如何影响教学环境PI：理查德·鲁宾逊，埃默里大学提案编号：0701533摘要公立学校是美国最重要的社会机构之一，但他们面临着许多挑战。 这些挑战之一来自于目前对学校和教师问责制的强调。 学校和教师应该是最高质量的，并指导每个学生最好的能力，这一点几乎没有异议。 然而，目前的教育政策取向，对“需要改进”的学校实行制裁，似乎正在急剧改变学校作为工作场所的性质。 鉴于教师流失问题持续存在，迫切需要审查影响公立学校系统留住高质量教师的因素。 这项研究断言，不让一个孩子掉队（NCLB），以及更广泛的问责政策，是这个难题的关键部分。 本项目借鉴教育社会学、工作社会学和组织社会学的研究成果，探讨NCLB如何影响教学环境、教师职业规划和工作满意度，以及教育工作者和学校管理这些激烈变化的策略。 为了研究这些过程，研究人员转向两个数据来源。 NCLB制裁和学校的工作条件之间的统计关系进行了分析，从整个格鲁吉亚10个学区的二次调查数据。 本研究以深入访谈的方式，探讨政策执行的过程与效果，以及因应这些变化所采取的策略。 为了捕捉教育工作者的经验变化，在一个单一的格鲁吉亚学区在不同的NCLB制裁水平的三所学校的教师，校长和地区行政人员进行了采访。 这项研究对社会学和整个社会都有重大贡献。 在该领域内，该项目通过更全面地了解教育改革与教育工作者工作经验之间的关系，促进教育社会学的工作。 它建立在学校作为社会组织的工作基础上，将组织如何管理环境需求的理论扩展到学校环境。 该项目还通过确定教育工作者在谈判其内部工作要求时为响应政策任务而使用的具体战略，为实地工作做出贡献。 这项研究的广泛影响有三个方面。 首先，考察问责制改革与教育工作者工作经历之间的关系，可以明确教育政策对学校内部运作和教师职业轨迹的意外影响。 如果我们希望解决日益严重的教师流失问题，这方面的知识至关重要。 第二，将研究结果传播给教育者和管理者可以促进成功管理策略的分享，并加强专业发展的内容。 第三，发展对这些动态和有影响力的关系的广泛理解，为更准确地解释教学工作的复杂性的公共政策的发展奠定了基础。