The influence of test-based accountability policies on school climate and teacher stress across four states
Tài liệu tham khảo
Amrein, 2002, High-stakes testing & student learning, Education Policy Analysis Archives, 10, 18, 10.14507/epaa.v10n18.2002
Baker, 2010
Bandura, 1986
Bascia, 2011, What's so important about teachers' working conditions? the fatal flaw in North American educational reform, Journal of Education Policy, 26, 787, 10.1080/02680939.2010.543156
Bear, 2011, Delaware School Climate Survey—Student: Its factor structure, concurrent validity, and reliability, Journal of School Psychology, 49, 157, 10.1016/j.jsp.2011.01.001
Berryhill, 2009, The effects of educational accountability on teachers: Are policies too stress provoking for their own good?, International Journal of Education Policy and Leadership, 4, 10.22230/ijepl.2009v4n5a99
Brand, 2003, Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety, Journal of Educational Psychology, 95, 570, 10.1037/0022-0663.95.3.570
Bronfenbrenner, 1977, Toward an experimental ecology of human development, American Psychologist, 32, 513, 10.1037/0003-066X.32.7.513
Butt, 2005, Teacher job satisfaction: Lessons from the TSW pathfinder project, School Leadership and Management, 25, 455, 10.1080/13634230500340807
Camara, 1999
Cano-Garcia, 2005, Personality and contextual variables in teacher burnout, Personality and Individual Differences, 38, 929, 10.1016/j.paid.2004.06.018
Cohen, 2009, School climate: Research, policy, practice, and teacher education, The Teachers College Record, 111, 180, 10.1177/016146810911100108
Collie, 2012, School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy, Journal of Educational Psychology, 104, 1189, 10.1037/a0029356
Commissioner's Rules Regarding Educator Appraisal, 1997
Common Core State Standards Initiative, 2014
Corcoran, 2010
CSDE. (n.d.) Connecticut’s achievement level descriptions for the Smarter Balanced Assessment. Retrieved from: www.sde.ct.gov/sde/lib/sde/pdf/student_assessment/smarter_balanced/ct_achievement_level_descriptions_for_the_smarter_balanced_assessment_-_f.pdf.
Cucchiara, 2015, “I’ve never seen people work so hard!” Teachers' working conditions in the early stages of school turnaround, Urban Education, 50, 259, 10.1177/0042085913501896
Department of Education, 2014
Fantuzzo, 2012, Making visible teacher reports of their teaching experiences: The early childhood teacher experiences scale, Psychology in the Schools, 49, 194, 10.1002/pits.20623
Fimian, 1984, The development of an instrument to measure occupational stress in teachers: The Teacher Stress Inventory, Journal of Occupational Psychology, 57, 277, 10.1111/j.2044-8325.1984.tb00169.x
Fimian, 1988
Fimian, 1990, The validity and reliability of the teacher stress inventory: A re-analysis of aggregate data, Journal of Organizational Behavior, 11, 151, 10.1002/job.4030110206
Freiberg, 1999, 11
Griffith, 1999, School climate as “social order” and “social action”: A multi-level analysis of public elementary school student perceptions, Social Psychology of Education, 2, 339, 10.1023/A:1009657422344
Grissmer, 1998
Harris, 2006, Accountability, standards, and the growing achievement gap: Lessons from the past half-century, American Journal of Education, 112, 209, 10.1086/498995
Haynes, 1997, School climate as a factor in student adjustment and achievement, Journal of Educational and Psychological Consultation, 8, 321, 10.1207/s1532768xjepc0803_4
Hu, 1999, Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: a Multidisciplinary Journal, 6, 1, 10.1080/10705519909540118
Hussar, 2013
Johnson, 2003, Teacher collaboration: Good for some, not so good for others, Educational Studies, 29, 337, 10.1080/0305569032000159651
Klassen, 2010, Teachers' collective efficacy, job satisfaction, and job stress in cross-cultural context, The Journal of Experimental Education, 78, 464, 10.1080/00220970903292975
Koth, 2008, A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors, Journal of Educational Psychology, 100, 96, 10.1037/0022-0663.100.1.96
Kuperminc, 2001, School social climate and individual differences in vulnerability to psychopathology among middle school students, Journal of School Psychology, 39, 141, 10.1016/S0022-4405(01)00059-0
Kyriacou, 2001, Teacher stress: Directions for future research, Educational Review, 53, 27, 10.1080/00131910120033628
Lazarus, 1984
Lee, 2008, Is test-driven external accountability effective? Synthesizing the evidence from cross-state causal-comparative and correlational studies, Review of Educational Research, 78, 608, 10.3102/0034654308324427
Loukas, 2006, Examining school connectedness as a mediator of school climate effects, Journal of Research on Adolescence, 16, 491, 10.1111/j.1532-7795.2006.00504.x
Maslach, 1981, The measurement of experienced burnout, Journal of Occupational Behavior, 2, 99, 10.1002/job.4030020205
Menken, 2006, Teaching to the test: How No Child Left behind impacts language policy, curriculum, and instruction for English language learners, Bilingual Research Journal, 30, 521, 10.1080/15235882.2006.10162888
OECD, 2013
Pendergast, 2015, Instructional context and student motivation, learning, and development: Commentary and implications for school psychologists, School Psychology International, 36, 638, 10.1177/0143034315613560
Perry, 2011, 122
Porter, 2011, Common Core standards: The new US intended curriculum, Educational Researcher, 40, 103, 10.3102/0013189X11405038
Pryor, 2012
Public Act No. 12–116, 2012
Public School System Accountability, 2009
Putwain, 2008, Deconstructing test anxiety, Emotional and Behavioural Difficulties, 13, 141, 10.1080/13632750802027713
Putwain, 2009, The development and validation of the teachers use of fear appeals questionnaire, British Journal of Educational Psychology, 79, 643, 10.1348/000709909X426130
Richards, 2012, Teacher stress and coping strategies: A national snapshot, The Educational Forum, 76, 299, 10.1080/00131725.2012.682837
Roeser, 2013, Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials, Journal of Educational Psychology, 105, 787, 10.1037/a0032093
Roland, 2002, Classroom influences on bullying, Educational Research, 44, 299, 10.1080/0013188022000031597
Roseth, 2008, Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures, Psychological Bulletin, 134, 223, 10.1037/0033-2909.134.2.223
Roth, 1999
Schwab, 2001, Teacher burnout: Moving beyond “psychobabble”, Theory into Practice, 22, 21, 10.1080/00405848309543033
Stockard, 1992
U.S. Department of Education, 2009
United States, 1983
Valli, 2007, The changing roles of teachers in an era of high-stakes accountability, American Educational Research Journal, 44, 519, 10.3102/0002831207306859
Vigdor, 2008, Teacher salary bonuses in North Carolina
von der Embse, 2015, Initial development and factor structure of the Educator Test Stress Inventory, Journal of Psychoeducational Assessment, 33, 223, 10.1177/0734282914548329
von der Embse, 2015, Examining the context of instruction to facilitate student success, School Psychology International, 36, 552, 10.1177/0143034315612144
von der Embse, 2015, Readying students to test: The impact of fear and efficacy appeals on student anxiety, motivation, and test performance, School Psychology International, 36, 620, 10.1177/0143034315609094
von der Embse, 2016, The influence of test-based accountability policies on teacher stress and teaching practices: A moderated mediation model, Educational Psychology, 10.1080/01443410.2016.1183766