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Teacher accountability and cultural ...

Corporan, Tammy L. Chavez.

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Teacher accountability and cultural competence: A phenomenological study in Texas.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher accountability and cultural competence: A phenomenological study in Texas./
作者:	Corporan, Tammy L. Chavez.
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3538852
ISBN:	9781303018480

Teacher accountability and cultural competence: A phenomenological study in Texas.
Corporan, Tammy L. Chavez.

Teacher accountability and cultural competence: A phenomenological study in Texas. - 182 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2013.

The purpose of this qualitative phenomenological study was to identify factors that contribute to teachers' feeling culturally competent as they are being held accountable for student achievement under the mandates of the No Child Left Behind Act (NCLB) in the area of north Texas. Within the last decade, the most influential school policy has been the No Child Left Behind Legislation. The NCLB legislation included four primary areas with possible ramifications for teachers and students. The four primary areas included: 1) highly trained teachers, 2) state accountability, 3) research, and 4) parental choice (Kymes, 2011).

ISBN: 9781303018480Subjects--Topical Terms:

1035576
Education, Leadership.

Teacher accountability and cultural competence: A phenomenological study in Texas.
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500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Judith Tanner.
502 $a Thesis (Ed.D.)--University of Phoenix, 2013.
520 $a The purpose of this qualitative phenomenological study was to identify factors that contribute to teachers' feeling culturally competent as they are being held accountable for student achievement under the mandates of the No Child Left Behind Act (NCLB) in the area of north Texas. Within the last decade, the most influential school policy has been the No Child Left Behind Legislation. The NCLB legislation included four primary areas with possible ramifications for teachers and students. The four primary areas included: 1) highly trained teachers, 2) state accountability, 3) research, and 4) parental choice (Kymes, 2011).
520 $a The data collection process consisted of a demographic survey and an open-ended 10 question survey used in the interviews from 20 elementary school teachers. The participants included 16 teachers who taught in the public schools and four that taught in a private school in north Texas. All of the participants were classroom teachers who had at least three years of experience working with diverse populations of students and were fully certified. The data were collected using the online survey service called surveymonkey.com. After the data were collected and the transcripts were confirmed, the data was entered into Nvivo 9 analysis software to help determine the different themes through word queries and other analysis tools. The analysis resulted in five common themes: NCLB Act, culture, accountability, factors and influences, and gaps. The findings in this study suggested that the NCLB Act has caused great stress and anxiety for public school teachers and that the effects were both positive and negative.
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