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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
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  Data: 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
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  Data: 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.
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