Practices of two experiential teachers in secondary public schools in an era of accountability
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Annie Elizabeth Jonas (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Mary Herzog
Abstract: It is well documented that the pressures of accountability and standardization
have impacted public school teachers and their teaching practices (Imig & Imig, 2006;
McCloskey and McMunn, 2000; Sacks, 1999). The pressure to conform to the mandates
of high stakes testing has had a narrowing effect on teachers’ praxis (Wills & Sandholtz,
2009; Mustafa & Cullingsford, 2008; Llewellyn, 2005). This study explored how two
high school teachers, who use experiential methodology as the foundation of their
teaching, describe and enact their teaching practices in the context of a public school
system that emphasizes accountability. With research indicating that experiential teaching
can positively impact student growth and academic achievement (Ives & Obenchain,
2006; Powell & Wells, 2002; Scales et al., 2006; Murphy, 2009) this study sought to
uncover the factors, both in schools and within teachers, that support or challenge a
teacher’s ability to implement an experiential practice within this context.
The teaching experience of two high school teachers was explored over an eight
month period through in-depth interviews, focused observations, interviews of students
and an examination of classroom documents generated by the teachers and their students. As a phenomenological study, the research focused on gaining an in-depth understanding
of the experiences of these teachers and to explore the factors (in school and in the
teacher) support or hinder their ability to maintain an experiential praxis. The analysis of
data indicate the following central themes that support an experiential practice within this
context: 1) teachers who have had significant career experiences outside of classroom
teaching 2) teachers who have a strong command of content but whose practice
emphasizes student learning and growth rather than content 3) a teacher’s willingness to
significantly extend their availability to students beyond standard classroom time and 4)
support from school administration and support from other colleagues within the school
setting. The following factors emerged as ones that challenge the implementation of an
experiential praxis within this context: 1) pressures from high-stakes testing demands on
student performance and in turn teacher evaluation 2) pressures of pacing from state
curriculum standards that are narrow and extensive 3) conflicting expectations from
students who are “grade-oriented” rather than “learning oriented” and 4) teacher fatigue.
Practices of two experiential teachers in secondary public schools in an era of accountability
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Created on 6/1/2011
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2011
- Keywords
- Accountability, Case Study, Experiential Education, Inquiry-Based Teaching, Progressive Education, Teacher Evaluation
- Subjects
- High school teachers
- High school teaching -- Methodology
- Experiential learning
- Education, Secondary
- Educational accountability