17
Views
0
CrossRef citations to date
0
Altmetric
Report

Innovation in a Context of Accountability: A Study of Educators’ Experiences in a Massachusetts Innovation School

&
Received 30 Apr 2023, Accepted 16 Sep 2023, Published online: 10 Apr 2024

References

  • Angrist, J. D., Pathak, P. A., & Walters, C. R. (2013). Explaining charter school effectiveness. American Economic Journal: Applied Economics, 5(4), 1–27. https://doi.org/10.1257/app.5.4.1
  • Aragon, S., & Workman, E. (2015). Emerging state turnaround strategies. Education Commission of the States.
  • Au, W. (2016). Meritocracy 2.0: High-stakes, standardized testing as a racial project of neoliberal multiculturalism. Educational Policy, 30(1), 39–62. https://doi.org/10.1177/0895904815614916
  • Barksdale-Ladd, M. A., & Thomas, K. F. (2000). What’s at stake in high-stakes testing: Teachers and parents speak out. Journal of Teacher Education, 51(5), 384–397. https://doi.org/10.1177/0022487100051005
  • Barth, R. S. (2013). The time is ripe (again). Educational Leadership, 71(2), 10–16.
  • Berry, B., Daughtrey, A., & Wieder, D. (2010). Teacher leadership: Leading the way to effective teaching and learning. Center for Teaching Quality.
  • Bishop, J., & Jackson, J. (2015). Fifty years later: A chance to get ESEA back on track. Education Policy Analysis Archives, 23, 24. https://doi.org/10.14507/epaa.v23.2025
  • Bitter, C., Taylor, J., Zeiser, K., & Rickles, J. (2014). Providing opportunities for deeper learning. American Institutes for Research.
  • Blanc, S., Christman, J. B., Liu, R., Mitchell, C., Travers, E., & Bulkley, K. E. (2010). Learning to learn from data: Benchmarks and instructional communities. Peabody Journal of Education, 85(2), 205–225. https://doi.org/10.1080/01619561003685379
  • Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149–164. https://doi.org/10.1207/S15326985EP3503_2
  • Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
  • Campbell, C., Lieberman, A., & Yashkina, A. (2017). Teacher-led professional collaboration and systemic capacity building: Developing communities of professional learners in Ontario. In A. Harris, M. Jones, & J. B. Huffman (Eds.), Teachers leading educational reform (pp. 72–85). Routledge. https://doi.org/10.4324/9781315630724
  • Charner-Laird, M., Ippolito, J., & Dobbs, C. L. (2016). The roles of teacher leaders in guiding PLCs focused on disciplinary literacy. Journal of School Leadership, 26(6), 975–1001. https://doi.org/10.1177/105268461602600604
  • Chenoweth, K. (2007). “It’s Being Done”: Academic Success in Unexpected Schools. Harvard Education Press.
  • Clotfelter, C. T., Ladd, H. F., Vigdor, J. L., & Diaz, R. A. (2004). Do school accountability systems make it more difficult for low‐performing schools to attract and retain high‐quality teachers? Journal of Policy Analysis and Management, 23(2), 251–271. https://doi.org/10.1002/pam.20003
  • Coburn, C. E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation. American Educational Research Journal, 43(3), 343–349. https://doi.org/10.3102/00028312043003343
  • Condliffe, B. (2017). Project-Based Learning: A Literature Review. Working Paper. MDRC.
  • Cosner, S. (2011). Teacher learning, instructional considerations and principal communication: Lessons from a longitudinal study of collaborative data use by teachers. Educational Management Administration & Leadership, 39(5), 568–589. https://doi.org/10.1177/174114321140845
  • Costa, A., & Garmston, R. (2002). Cognitive coaching: A foundation for Renaissance schools. (2nd ed.). Christopher-Gordon.
  • Damanpour, F. (1988). Innovation type, radicalness, and the adoption process. Communication Research, 15(5), 545–567. https://doi.org/10.1177/009365088015005003
  • Damanpour, F. (1996). Organizational Complexity and Innovation: Developing and Testing Multiple Contingency Models. Management Science, 42(5), 693–716. https://doi.org/10.1287/mnsc.42.5.693
  • Datnow, A., & Castellano, M. E. (2001). Managing and guiding school reform: Leadership in success for all schools. Educational Administration Quarterly, 37(2), 219–249. https://doi.org/10.1177/00131610121969307
  • Datnow, A., & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7–28. https://doi.org/10.1007/s10833-015-9264-2
  • Datnow, A., Park, V., & Kennedy-Lewis, B. (2013). Affordances and constraints in the context of teacher collaboration for the purpose of data use. Journal of Educational Administration, 51(3), 341–362. https://doi.org/10.1108/09578231311311500
  • DESE (2013). M.G.L., c. 71, sec. 92: Innovation Schools Statute. https://www.doe.mass.edu/redesign/innovation/regulations.html
  • Dobbie, W., & Fryer, R. G. Jr, (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5(4), 28–60. https://doi.org/10.1257/app.5.4.28
  • Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2017). Investigating disciplinary literacy: A framework for collaborative professional learning. Harvard Education Press.
  • Dolph, D. (2017). Challenges and opportunities for school improvement: Recommendations for urban school principals. Education and Urban Society, 49(4), 363–387. https://doi.org/10.1177/0013124516659110
  • Edozie, R. K., Lewis, B., Lo, S., Mattos, T., Melnik, M., Rivera, L., Watanabe, P., Waterhouse, G., & Woods, C. J. (2019). Changing faces of greater Boston. Boston Indicators, The Boston Foundation, UMass Boston and the UMass Donahue Institute.
  • Elmore, R. F. (2005). Building new knowledge. American Educator, 29(1). https://www.aft.org/ae/spring2005/elmore
  • Elmore, R. F. (2007). School reform from the inside out: Policy, practice, and performance. Harvard Education Press.
  • Fairman, J. C., & Mackenzie, S. V. (2012). Spheres of teacher leadership action for learning. Professional Development in Education, 38(2), 229–246. https://doi.org/10.1080/19415257.2012.657865
  • Fairman, J., & Mackenzie, S. (2015). How teacher leaders influence others and understand their leadership. International Journal of Leadership in Education, 18(1), 61–87. https://doi.org/10.1080/13603124.2014.904002
  • Frey, W. H. (2011). Melting pot suburbs. Brookings Institution.
  • Frost, D. (2012). From professional development to system change: Teacher leadership and innovation. Professional Development in Education, 38(2), 205–227. https://doi.org/10.1080/19415257.2012.657861
  • Fullan, M. (2010). All systems go: The change imperative for whole system reform. Corwin Press.
  • Goldfarb, K. P., & Grinberg, J. (2002). Leadership for social justice: Authentic participation in the case of a community center in Caracas, Venezuela. Journal of School Leadership, 12(2), 157–173. https://doi.org/10.1177/105268460201200
  • Gummer, E., & Mandinach, E. (2015). Building a conceptual framework for data literacy. Teachers College Record: The Voice of Scholarship in Education, 117(4), 1–22. https://doi.org/10.1177/016146811511700401
  • Haertel, E. H., & Herman, J. L. (2005). A historical perspective on validity arguments for accountability testing. Yearbook of the National Society for the Study of Education, 104(2), 1–34. https://doi.org/10.1111/j.1744-7984.2005.00023.x
  • Hamilton, L. S., Berends, M., & Stecher, B. M. (2005). Teachers’ responses to standards- based accountability. RAND.
  • Hamilton, L. S., Stecher, B. M., & Yuan, K. (2008). Standards-Based Reform in the United States: History, Research, and Future Directions. Center on Education Policy.
  • Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, 25(5), 603–621. https://doi.org/10.1080/13540602.2019.1639499
  • Hargreaves, A., & O’Connor, M. T. (2018). Solidarity with solidity: The case for collaborative professionalism. Phi Delta Kappan, 100(1), 20–24. https://doi.org/10.1177/0031721718797116
  • Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership. And Policy in Schools, 4(3), 201–219. https://doi.org/10.1080/15700760500244777
  • Harris, A. (2011). System improvement through collective capacity building. Journal of Educational Administration, 49(6), 624–636. https://doi.org/10.1108/09578231111174785
  • Harris, A., & Muijs, D. (2004). Improving schools through teacher leadership. Open University Press.
  • Heifetz, R. A. (1994). Leadership without easy answers. Harvard University Press.
  • Hertzog, N. B. (2007). Transporting pedagogy: Implementing the project approach in two first-grade classrooms. Journal of Advanced Academics, 18(4), 530–564. https://doi.org/10.4219/jaa-2007-559
  • Hess, F. M. (2008). The supply side of school reform. Phi Delta Kappan, 90(3), 211–217. https://doi.org/10.1177/003172170809000311
  • Huguet, A., Marsh, J. A., & Farrell, C. C. (2014). Building teachers’ data-use capacity: Insights from strong and struggling coaches. Education Policy Analysis Archives, 22(52), 52. https://doi.org/10.14507/epaa.v22n52.2014
  • Institute for Educational Leadership. (2008). Teacher leadership in high schools: How principals encourage it, how teachers practice it.
  • Jensen, B., Sonnemann, J., Roberts-Hull, K., & Hunter, A. (2016). Beyond PD: Teacher professional learning in high-performing systems. Teacher quality systems in top performing countries. National Center on Education and the Economy.
  • Johannessen, J. A., Olsen, B., & Lumpkin, G. T. (2001). Innovation as newness: What is new, how new, and new to whom? European Journal of Innovation Management, 4(1), 20–31. https://doi.org/10.1108/14601060110365547
  • Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). ASCD.
  • Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383
  • King, M. B., & Bouchard, K. (2011). The capacity to build organizational capacity in schools. Journal of Educational Administration, 49(6), 653–669. https://doi.org/10.1108/09578231111174802
  • Kneebone, E., & Garr, E. (2010). The suburbanization of poverty. Brookings Institute.
  • Koppich, J. (2001). Investing in teaching. National Alliance of Business.
  • Koretz, D. (2018). Moving beyond the failure of test-based accountability. American Educator, 41(4), 22–26.
  • Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Sage Publications.
  • Larmer, J., & Mergendoller, J. R. (2015). Gold standard PBL: Essential project design elements. Buck Institute for Education.
  • Lee, J., & Reeves, T. (2012). Revisiting the impact of NCLB high-stakes school accountability, capacity, and resources: State NAEP 1990–2009 reading and math achievement gaps and trends. Educational Evaluation and Policy Analysis, 34(2), 209–231. https://doi.org/10.3102/0162373711431604
  • Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
  • Malen, B., & Rice, J. (2004). A Framework for assessing the impact of education reforms on school capacity: Insights from high-stakes accountability initiatives. Educational Policy, 18(5), 631–660. https://doi.org/10.1177/0895904804268901
  • Mandinach, E. B., & Gummer, E. S. (2013). A systemic view of implementing data literacy in educator preparation. Educational Researcher, 42(1), 30–37. https://doi.org/10.3102/0013189X12459803
  • Mangin, M. M., & Dunsmore, K. (2015). How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching. Educational Administration Quarterly, 51(2), 179–213. https://doi.org/10.1177/0013161X14522814
  • Margolis, J. (2012). Hybrid teacher leaders and the new professional development ecology. Professional Development in Education, 38(2), 291–315. https://doi.org/10.1080/19415257.2012.657874
  • Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063–1080. https://doi.org/10.1002/tea.20039
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Sage Publications, Inc.
  • Mindich, D., & Lieberman, A. (2012). Building a learning community: A tale of two schools. Stanford Center for Opportunity Policy in Education.
  • Newmann, F. M., King, M. B., & Rigdon, M. (1997). Accountability and school performance: Implications from restructuring schools. Harvard Educational Review, 67(1), 41–75. https://doi.org/10.17763/haer.67.1.14141916116656q6
  • Oceanside School. (2010). Oceanside School Innovation Plan.
  • Orfield, G., & Frankenberg, E. (2008). The last have become first: Rural and small town America lead the way on desegregation. The Civil Rights Project.
  • Pankovits, T., & Osborne, D. (2020). The third way: A guide to implementing innovation schools. How school districts can create autonomous, accountable schools to enhance student learning. Progressive Policy Institute.
  • Paris, D. (2021). Culturally sustaining pedagogies and our futures. The Educational Forum, 85(4), 364–376. https://doi.org/10.1080/00131725.2021.1957634
  • Park, V., & Datnow, A. (2017). Ability grouping and differentiated instruction in an era of data-driven decision making. American Journal of Education, 123(2), 281–306. https://doi.org/10.1086/689930
  • Pishghadam, R., Adamson, B., Sadafian, S. S., & Kan, F. L. (2014). Conceptions of assessment and teacher burnout. Assessment in Education: Principles, Policy & Practice, 21(1), 34–51. https://doi.org/10.1080/0969594X.2013.817382
  • Ravitz, J. (2010). Beyond changing culture in small high schools: Reform models and changing instruction with project-based learning. Peabody Journal of Education, 85(3), 290–312. https://doi.org/10.1080/0161956X.2010.491432
  • Reardon, S. F. (2019). What explains White-Black differences in average test scores? [Data Discovery by The Educational Opportunity Project]. https://edopportunity.org/discoveries/white-black-differences-scores/
  • Remesal, A. (2011). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27(2), 472–482. https://doi.org/10.1016/j.tate.2010.09.017
  • Robinson, S. (2012). Constructing teacher agency in response to the constraints of education policy: Adoption and adaptation. The Curriculum Journal, 23(2), 231–245. https://doi.org/10.1080/09585176.2012.678702
  • Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record: The Voice of Scholarship in Education, 102(4), 779–804. https://doi.org/10.1111/0161-4681.00077
  • Slappendel, C. (1996). Perspectives on innovation in organizations. Organization Studies, 17(1), 107–129. https://doi.org/10.1177/0170840696017001
  • Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage Publications.
  • Supovitz, J. (2009). Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform. Journal of Educational Change, 10(2-3), 211–227. https://doi.org/10.1007/s10833-009-9105-2
  • Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.
  • Troen, V., & Boles, K. (2012). The power of teacher teams: With cases, analyses, and strategies for success. Corwin Press.
  • Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Harvard University Press.
  • Usher, A. (2011). Update with 2009-10 Data and Five-Year Trends: How Many Schools Have Not Made Adequate Yearly Progress? Center on Education Policy.
  • Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519–558. https://www.jstor.org/stable/30069427 https://doi.org/10.3102/0002831207306859
  • von der Embse, N. P., Kilgus, S. P., Solomon, H. J., Bowler, M., & Curtiss, C. (2015). Initial development and factor structure of the Educator Test Stress Inventory. Journal of Psychoeducational Assessment, 33(3), 223–237. https://doi.org/10.1177/073428291454832
  • Welton, A. D., Diem, S., & Holme, J. J. (2015). Color conscious, cultural blindness: Suburban school districts and demographic change. Education and Urban Society, 47(6), 695–722. https://doi.org/10.1177/001312451351073
  • Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/0034654316653478
  • White, P. A. U. L., & Anderson, J. U. D. Y. (2011). Teachers’ use of national test data to focus numeracy instruction [Paper presentation]. Mathematics: Traditions and [New] Practices: Proceedings of the 2011 AAMT-MERGA Conference(pp. 777–785). AAMT and MERGA.
  • Yin, R. K. (2009). Case study research: Design and methods. (Vol. 5). SAGE.
  • York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102/00346543074003255

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.