Teachers’ Perspectives on the Learning and Work Environments Under the New Orleans School Reforms
Bibliographic Data
| ID | 9730548 |
|---|---|
| Authors | Lindsay Bell Weixler (0000-0002-8876-0308, Tulane University, New Orleans, LA, corresponding author), Douglas N Harris (0000-0003-3605-7132, Tulane University, New Orleans, LA), Nathan Barrett (0000-0002-1085-8663, Tulane University, New Orleans, LA) |
| Year | 2018 |
| Volume | 47 |
| Issue | 8 |
| Pages | 502-515 |
| Publication date | 2018-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x18787806 |
| OpenAlex | W2884492972 |
| Language | EN |
| Citations received | 5 |
| References cited | 46 |
New Orleans schools experienced drastic reforms after Hurricane Katrina in 2005. To examine teachers’ perspectives on these reforms, we surveyed 323 teachers who taught in New Orleans public schools before 2005 and in 2013–2014. Teachers directly compared the learning and work environments and student and teacher outcomes of their current schools to those of their pre-Katrina schools. Returning teachers perceived significant and generally positive changes in learning environments and student outcomes but mixed positive and negative changes in work environments. Despite improvements in school environments, the net result is that teachers became less satisfied with their jobs. These results show that intensive, sustained school reform can lead to significant changes, but these changes can have negative impacts on teachers
Geography · Hurricane katrina · Mathematics education · Natural disaster · Pedagogy · Work (physics · Education Discipline and Inequality · Educational Environments and Student Outcomes · Psychology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |