Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System

Cristine A. Smith
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引用次数: 3

Abstract

Even before the 2001 enactment of the No Child Left Behind legislation, the education bill that holds schools in the US accountable for student achievement, ‘adult education [had] become part and parcel of the new federal trend to encourage the setting of national education goals and standards and holding programs accountable for demonstrating achievements’ (Sticht 1998). Now, almost ten years after enacting the Workforce Investment Act (1998), the legislation that required states to report how adult students were making progress towards educational and work goals, the field is just beginning to take stock of whether accountability has helped or hurt our adult education system. In the US school system (kindergarten to 12th grade for children five to 18), several researchers have investigated the effect of stronger accountability requirements on professional development systems. Berry et al. (2003), in a study of 250 teachers and principals in schools across six Southeastern US states found that results were mixed: Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3)
美国成人基础教育和扫盲教育体系中的责任要求和专业发展
即使在2001年颁布《不让一个孩子掉队法》(即要求美国学校对学生成绩负责的教育法案)之前,“成人教育[已经]成为新的联邦趋势的重要组成部分,鼓励制定国家教育目标和标准,并让项目对展示成绩负责”(Sticht 1998)。1998年颁布的《劳动力投资法》(Workforce Investment Act)要求各州报告成人学生在实现教育和工作目标方面取得的进展。现在,差不多十年过去了,这个领域才刚刚开始评估问责制对我们的成人教育系统是有益还是有害。在美国的学校体系中(5至18岁的儿童从幼儿园到12年级),几位研究人员调查了更强的问责要求对专业发展体系的影响。Berry等人(2003)对美国东南部六个州的250名教师和校长进行了一项研究,发现结果好坏参半:尽管高风险问责制有助于将专业发展努力集中在学生的课程需求上,但几乎没有证据支持这种制度有助于教师改变实践以提高学生学习的说法……目前存在一种趋势,将专业发展活动的焦点缩小到测试科目上,或提供与课程需求脱节的一般支持。(督导及课程发展协会2004:3)
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来源期刊
Literacy and Numeracy Studies
Literacy and Numeracy Studies EDUCATION & EDUCATIONAL RESEARCH-
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