Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
more >>

Announcements

CALL FOR CHAPTER PROPOSALS and BOOK CHAPTERS

Call for Book Chapters: Progressive Neoliberalism and Schooling

Research on Education in Africa, the Caribbean, and the Middle East

make a post | more >>

International Research on the Impact of Accountability Systems: Teacher Education Yearbook XV

reviewed by Laura Hamilton - September 25, 2007

Title: International Research on the Impact of Accountability Systems: Teacher Education Yearbook XV
Author(s): Louise F. Deretchin and Cheryl J. Craig (Eds.)
Publisher: Rowman & Littlefield, Lanham
ISBN: 1578865476, Pages: 251, Year: 2007
Search for book at Amazon.com

This Yearbook addresses a timely topic. In the United States, a debate is under way to reshape the No Child Left Behind (NCLB) legislation as the law’s reauthorization approaches. There is a clear need for research to inform this process: Much of the praise as well as criticism for the law is based on anecdotes regarding its effects on schools and classrooms rather than on a systematic review of evidence. At the same time, several other nations are experimenting with new systems for motivating improved student and educator performance, and many of them are looking to the experiences of countries with long histories of test-based accountability to determine the best way forward. In addition, there is a resurgence of interest in pay-for-performance programs that would use test scores alone or in combination with other criteria to determine teacher or principal pay. A volume that brings together international evidence on these... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Cite This Article as: Teachers College Record, Date Published: September 25, 2007
https://www.tcrecord.org ID Number: 14622, Date Accessed: 10/29/2020 4:11:37 AM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Laura Hamilton RAND Corporation E-mail Author LAURA S. HAMILTON is a Senior Behavioral Scientist at the RAND Corporation where she conducts research on educational assessment, accountability, instructional practices, and school reform implementation. She is currently directing or co-directing several large studies, including an investigation of the implementation of standards-based accountability in response to No Child Left Behind, a study of teachers' responses to pay for performance, and an evaluation of a leadership development program for principals in urban school districts. She received a Ph.D. in educational psychology and an M.S. in statistics from Stanford University.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: