Rigid Response in an Age of Accountability

By Alan J. Daly. 2009

214 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/0fa3919622259384dc29bfb51c1a5e507ce94895

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Citations in the corpus

Toward Conceptual Clarity (2013, background): “D U R I N G the past decade, there has been a global trend in education involving pressure for higher student performance, often driven by rigid policies (Daly, 2009, 2012).”
Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “Moreover, understanding the climates in which this work takes place is also imperative as negative and conflictual climates may inhibit both the quantity and quality of exchanges (Daly, 2009).”
Systematic Review of Key Leader Practices Found to Influence Student Achievement (2016, background): “Although leaders also maintain high expectations of teachers and students, they do so in ways that employ flexibility and astute discretion, while avoiding a rigid response (Daly, 2009; Leithwood, 2012; Marks & Printy, 2003; Murphy et al., 2006; Sebring et al., 2006).”
Principal Leadership and Teacher Motivation under High-Stakes Accountability Policies (2010, background): “While several studies have identified the importance of trust in school improvement (see, for example, Bryk & Schneider, 2002 ), it is possible that trust relationships in the school are a type of organizational resources or precursor to some of these other leadership behaviors as suggested by Dal”
Faculty trust in the principal: an essential ingredient in high-performing schools (2015, background): “Candor in a trusting relationship can allow for more effective problem solving and can provide an additional bulwark to an organization when confronting change or turbulence (Daly, 2009; Hoy and Sweetland, 2001; Mishra, 1996; Tschannen-Moran, 2009, 2014a, b; Tschannen-Moran and Hoy, 2000).”