From the bottom-up
New York City teacher evaluation and the narration of mediated institutional assault
Bibliographic Data
| ID | 12906334 |
|---|---|
| Authors | James Christopher Head (0000-0001-6753-7345, The Graduate Center, CUNY, corresponding author) |
| Year | 2016 |
| Volume | 60 |
| Issue | 1 |
| Pages | 37-54 |
| Publication date | 2016-08-05 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2016.1214159 |
| OpenAlex | W2507027332 |
| Language | EN |
| Citations received | 5 |
| References cited | 26 |
Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators
Accountability · Agency (philosophy · Bureaucracy · Morality · Narrative · Pedagogy · Personhood · Political science · Politics · Public relations · Social science · Sociology · Teacher education · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Law · Psychology · Public Administration · Social Psychology · Teacher Education and Leadership Studies
Multicontextuality in narrative inquiry
The Enduring Tension Between the Professional Growth and Accountability Purposes of Teacher Evaluation
Suffering While Enjoying’
Accounting for mediatization in the era of individualized consequential accountability
Theorising teacher performance dispositions in an age of audit
The Trouble with Ed Schools
How Schools Do Policy
The Allure of Order
An exploration of the viability and usefulness of the construct of moral injury in war veterans.
Institutional betrayal.
The Present of the Past
Re‐mapping power in educational micropolitics
The subject of policy
Good teachers on dangerous ground
A longitudinal study of teacher burnout and perceived self-efficacy in classroom management
Five ways of doing qualitative analysis
Using Student Test Scores to Measure Teacher Performance
Can Value Added Add Value to Teacher Evaluation
Postscript
Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools
Achilles in Vietnam
The teacher's soul and the terrors of performativity
Accounting for the effects of accountability
Images of Man
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.71 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |