Innovation in a Context of Accountability: A Study of Educators' Experiences in a Massachusetts Innovation School
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| Title: | Innovation in a Context of Accountability: A Study of Educators' Experiences in a Massachusetts Innovation School |
|---|---|
| Language: | English |
| Authors: | Megin Charner-Laird, Stacy Agee Szczesiul |
| Source: | Educational Forum. 2025 89(1):130-148. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Educational Innovation, Case Studies, Teaching Experience, Teacher Attitudes, Educational Change, Institutional Autonomy, Educational Policy, Educational Practices, Teacher Leadership, Educational Legislation, State Legislation, Elementary Schools |
| Geographic Terms: | Massachusetts |
| Laws, Policies and Program Identifiers: | No Child Left Behind Act 2001 |
| DOI: | 10.1080/00131725.2024.2322943 |
| ISSN: | 0013-1725 1938-8098 |
| Abstract: | The Massachusetts Innovation Schools initiative authorized educators to operate with increased autonomy and flexibility. This descriptive case study examines the early experiences of teachers in one innovation school. We explore the innovations teachers leveraged to build capacity, with particular attention to how they enacted teacher leadership and deployed new structures for professional collaboration. Findings suggest that the broader neoliberal policy context undermined their potential for the radical innovation needed to disrupt the status quo. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452700 |
| Database: | ERIC |
| Abstract: | The Massachusetts Innovation Schools initiative authorized educators to operate with increased autonomy and flexibility. This descriptive case study examines the early experiences of teachers in one innovation school. We explore the innovations teachers leveraged to build capacity, with particular attention to how they enacted teacher leadership and deployed new structures for professional collaboration. Findings suggest that the broader neoliberal policy context undermined their potential for the radical innovation needed to disrupt the status quo. |
|---|---|
| ISSN: | 0013-1725 1938-8098 |
| DOI: | 10.1080/00131725.2024.2322943 |
