Investigating Teachers' and School Principals' Enactments of National Testing Policies

Autor/inn/en	Gunnulfsen, Ann Elisabeth; Roe, Astrid
Titel	Investigating Teachers' and School Principals' Enactments of National Testing Policies
Quelle	In: Journal of Educational Administration, 56 (2018) 3, S.332-349 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-04-2017-0035
Schlagwörter	Foreign Countries; National Competency Tests; Test Results; Educational Policy; Teacher Attitudes; Administrator Attitudes; Principals; Secondary School Teachers; Accountability; Educational Practices; Norway + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Lehrerverhalten; Principal; Schulleiter; Verantwortung; Bildungspraxis; Norwegen
Abstract	Purpose: The purpose of this paper is to examine teachers' reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools. Design/methodology/approach: This paper is part of a larger study conducted in a Norwegian educational context investigating school leaders' and teachers' enactments of policy demands via the use of national test results data. The sub-study reported in this paper is based on survey data from all lower secondary teachers (n=176) in one Norwegian municipality. Micro-policy perspectives and the concept of crafting policy coherence served as analytical tools. Findings: Diversity between the schools was found in how teachers perceive the principals' role. Practices and attitudes appeared restrained, somewhat conformed by, but still indifferent to the policy intention. However, there was a close relationship between the principals' facilitation of national tests and the teachers' practices of utilizing the results. Originality/value: This study clarified how micro-policy works in local schools in a low-stakes context. A prominent difference was found between the policy intentions and local schools' practice of using national test results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01