This study will
be conducted in the following steps.
First, use SASS (School and Staff Survey) to measure the
state teacher autonomy level across the 50 states in the US in the
school year 2011-2012. (the dataset is updated every three years,
the school year 2011-2012 is the most recent data).
Two dimensions and 12 items as below will be selected and
measured.
1. The level of teachers control in their classroom in the
following areas:
a. Selecting textbooks and other instructional materials
b. Selecting content, topics, and skills to be taught
c. Selecting teaching techniques
d. Evaluating and grading students
e. Disciplining students
f. Determining the amount of homework to be assigned.
2. Teachers perceived influence over
schoolpolicy
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Categorize the
four states educational code in the school year 2011-2012 in seven
domains: school finance, school personnel training; student testing
and assessment, school program definition, school organization and
governance; curriculum materials and school buildings and
facilities. Conduct discourse analysis of the educational codes and
identify the dominating value and the values configuration in each
state. The reason to use discourse analysis of state educational
codes to identify state political values is because Marshall and
her colleagues (1989) found that written educational codes would
reflect the basic state core values for they represent the
allocation of resources to preferred ends. (Heck, 2004). The reason
to pick the seven domain is because Marshall, Mitchell and Wirt
(1989) claimed that these seven alternative state policy
mechanisms or domains comprehensively differentiate among the basic
themes or arenas for action. In addition, decisions in one domain
tend to be made with little concern for those involving the other
mechanisms. Moreover, within each of these seven domains they found
that policy debates and decisions tend to focus on a relatively
small number of competing approaches to the formulation of specific
policies or programs. This study will code each polices in the
seven domains to identify
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Svensson, L.G.
(2006) New Professionalism, Trust and Competence: some conceptual
remarks and empirical data, Current Sociology, 54(4), 579-593.
http://dx.doi.org/10.1177/0011392106065089
16. Marshall, C, Mitchell, D and Wirt, F (1989) Cultural and
EducationPolicy in the American States. The Falmer Press.
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Professionalism in School? A Comparative Study of Teacher Autonomy
in Norway and Sweden. European Educational Research Journal.
18. Xu, H (2015). The Development of Teacher Autonomy in
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Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and
Professionalism.
22. Wermke W & Hostfalt G. ( 2013) Contextualizing
Teacher Autonomy in time and Space: A Model for Comparing Various
Forms of Governing the Teaching Profession.
23. Sears A ( 2010) Enhancing Teacher Performance: The Role
of Professional












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