Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
Item
- Title
- Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
- Abstract/Description
- 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.
- Date
- In publication
- Teaching and Teacher Education
- Volume
- 24
- Issue
- 3
- Pages
- 725-750
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Scholarship genre
- en Empirical
- Keywords
- accountability
- assessment
- literacy
- monitoring
- professional development
- professional practice
- reflective teaching
- self-regulated learning
- teacher collaboration
- Language
- en
- Open access/full-text available
- en Yes
- Peer reviewed
- en Yes
- ISSN
- 0742-051X
- 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, 24(3), 725–750. https://doi.org/10.1016/j.tate.2007.04.001
- Abbreviation
- Teaching and Teacher Education
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