What They Left Behind
A Case Study of Teachers' Experiences with School Improvement at Evergreen Elementary School
Bibliographic Data
| ID | 12392016 |
|---|---|
| Authors | Amy Orange (0000-0003-3584-5575, University of Houston - Clear Lake, corresponding author) |
| Year | 2014 |
| Publication date | 2014-10-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Report (JOURNAL) |
| Journal identifiers | ISSN: 1052-0147 • E-ISSN: 2160-3715 |
| Publisher | Nova Southeastern University (PUBLISHER • US) |
| DOI | 10.46743/2160-3715/2014.1010 |
| OpenAlex | W415284479 |
| Language | EN |
| Citations received | 2 |
| References cited | 4 |
With the enactment of the No Child Left Behind Act, an unprecedented amount of pressure has been placed upon schools to increase student achievement. During the 2009-2010 school year, Evergreen Elementary School was in Year Four of school improvement for failing to make Annual Yearly Progress (AYP) in both reading and math. Drawing on observational and interview data from upper elementary school teachers, this paper will explore how striving to make AYP impacted teachers including increased workloads and stress, and how these factors led to teachers leaving the school, with a focus on a single teacher’s experiences
Academic achievement · Accountability · Mathematics education · No child left behind · Pedagogy · Political science · School teachers · Education Systems and Policy · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2016 - 2024 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |